临场感与晕屏症在VR教学中的影响机制分析——以“心理危机团体辅导”虚拟仿真实验为例

Analysis on the Influence Mechanism of Sense of Presence and Cybersickness Experience in VR Teaching——A Case study of the Virtual Simulation experiment of “Psychological Crisis Group Counseling”

临场感与晕屏症是VR产品使用过程中的核心体验,在VR教学中起关键作用。本研究以360名大学生作为研究对象,探究临场感与晕屏症在桌面式和头盔式两种VR教学系统中的特征,并借助结构方程模型与纵向追踪,分析其在VR教学中的影响机制。研究发现:(1)桌面式和头盔式两种VR系统在临场感、晕屏症、感知易用性、学习动机、学习满意度和感知学习性水平上均存在显著差异;(2)临场感、晕屏症、感知易用性、学习动机在VR系统与学习满意度和感知学习性中起中介作用,主要路径包含:晕屏症与临场感的单独中介作用、晕屏症-感知易用性-临场感/学习动机的链式中介作用;(3)随着学习进程,临场感未因晕屏症的逐渐加深而降低。在此基础上提出相应策略以优化VR教学中的学习者体验,改善学习效果,加强VR教学的实际应用价值。

Presence and cybersickness are the core experience in the use of VR products, and plays a key role in VR teaching. In this study, 360 college students were selected as the research objects to explore the characteristics of presence and cybersickness symptoms in two kinds of VR teaching systems: desktop and head-mounted, and their influence mechanism in VR teaching was analyzed with the help of structural equation model and longitudinal tracking. The results show that(1) there are significant differences between desktop and head-mounted VR systems in Presence, cybersickness symptoms, perceived ease of use, learning motivation, learning satisfaction and perceived learning ability;(2) Presence, cybersickness symptoms, perceived ease of use, and learning motivation played a mediating role in VR system, learning satisfaction and perceived learning ability, and the mediating role included four pathways: the single mediating role of cybersickness symptoms and presence, the chain mediating role of cybersickness symptoms-perceived ease of use-presence/learning motivation;(3) The symptoms of cybersickness gradually deepened with the course of learning time, but the presence did not decrease with the deepening of cybersickness symptoms. On this basis, the research proposes corresponding strategies to optimize learners’ experience in VR teaching, improve learning results, and strengthen the practical application value of VR teaching.