Please use this identifier to cite or link to this item: http://dx.doi.org/10.25819/ubsi/2762
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Dokument Type: InProceedings
Title: What are you looking at? Using eye tracking to improve learning in virtual environments
Authors: Schlechtinger, Michael 
Institute: Forschungskolleg “Institute for Advanced Study” (FoKos) 
Free keywords: Virtual Reality, Virtual Reality, Eye Tracking
Dewey Decimal Classification: 004 Informatik
GHBS-Clases: QGT
Issue Date: 2020
Publish Date: 2020
Source: Radtke, Jörg (Hrsg.) ; Klesel, Michael (Hrsg.) ; Niehaves, Björn (Hrsg.): New perspectives on digitalization: Local issues and global impact. Siegen: Universitätsbibliothek Siegen, 2020. - DOI http://dx.doi.org/10.25819/ubsi/1894, S. 54 - 59
Abstract: 
Learning in Virtual Reality (VR) is an emerging topic characterized by opposing theories. The interest theory hypothesizes that students who learned in immersive VR would report more positive ratings of interest and motivation and would thus score higher on a test covering the lesson learned. On the other hand, the cognitive theory of multimedia learning assumes that students who learned with a classic medium would score higher on a test covering the lesson learned, while reporting lower in terms of interest and motivation. In this proposal, I focus on the concept of learning in VR, which is an emerging concept in information science (IS) research that can be studied using neurological measures such as eye tracking. While previous literature has provided initial evidence of the feasibility of eye tracking in a learning context, this study seeks to investigate how well eye tracking performs when it comes to detecting items inducing superfluous cognitive load in a VR setting.
DOI: http://dx.doi.org/10.25819/ubsi/2762
URN: urn:nbn:de:hbz:467-16316
URI: https://dspace.ub.uni-siegen.de/handle/ubsi/1631
License: http://creativecommons.org/licenses/by-nc-nd/4.0/
Appears in Collections:Publikationen aus der Universität Siegen

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