Objectives: This study will be a qualitative exploration into the
nature of immersion, the extent to which the computer system delivers a surrounding
environment, and presence, the sense of "being there" in an environment, and their role in students’ learning.
Research Project Overview: The mis-categorizing of cognitive states
involved in learning within virtual environments has complicated instructional
technology research. "Presence" and "immersion" are terms for cognitive states that affect learning during activities within technology-rich environments. Technological innovations for learning, such as the use of mixed-reality environments (those that are partially real and partially virtual), have added new complexities to the ideas behind "presence" and "immersion" that
previous definitions either do not address or do not fully encompass.
Research on the relationships of immersion and presence to learning in
a specific kind of computer-generated environment (AR) will accomplish two
goals. First, it will help clarify the definitions and uses of the terms "immersion" and "presence" to
include interfaces across the spectrum of real to 100% computer-generated
learning environments. Second, it will help to identify links between learning
strategies, presence, and immersion in a specific type of computer-generated
environment (AR). The proposed study will follow the activities of 15 volunteer
undergraduate students as they take part in a designed learning activity
using AR.
Participants:
- CLE with Brett Shelton, PhD,
Principal Investigator
-
Jon Scoresby , Graduate Research Assistant
Technology:
- Desktop Compters
- Video Camera
Status: Funding
Proposal under
review 
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