An examination of interactions in a three-dimensional virtual world

YILMAZ R. M., Baydas O., Karakus T., GÖKTAŞ Y.

COMPUTERS & EDUCATION, cilt.88, ss.256-267, 2015 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 88
  • Basım Tarihi: 2015
  • Doi Numarası: 10.1016/j.compedu.2015.06.002
  • Dergi Adı: COMPUTERS & EDUCATION
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.256-267
  • Anahtar Kelimeler: Interactive learning environments, Media in education, Virtual reality, GENDER-DIFFERENCES, SPATIAL VISUALIZATION, STUDENT ENGAGEMENT, SEX-DIFFERENCES, GAME, COMPUTER, ENVIRONMENTS, DESIGN, COMPREHENSION, AFFORDANCES
  • Atatürk Üniversitesi Adresli: Evet

Özet

Three-dimensional (3D) virtual worlds hold the users' attention by providing rich interaction in an environment similar to the real world. User engagement duration is known to increase in environments with intense interaction. However, information in the literature about whether gender, experience, or spatial ability affects interaction in these environments is limited. In this study, these three factors are compared to users' depth of interaction in a 3D virtual world. In addition, the relationships between engagement duration, spatial ability, and depth of interaction are examined to investigate whether the first two factors can predict the third. Findings showed that users' depth of interaction was not influenced by gender, but experience and spatial ability did affect interaction. A strong relationship was determined between depth of interaction and engagement duration, and a moderate relationship was found between depth of interaction and spatial ability. Findings indicated that when designing 3D environments, it is important to consider which kinds of tasks provide more interaction and to what extent spatial abilities affect interaction, as well as to prepare activities that will increase engagement duration and to devise strategies to enhance depth of interaction. (C) 2015 Elsevier Ltd. All rights reserved.