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Virtual Reality Enhanced Spatial Ability
Spatial ability is the general skill in daily life. It also has close connection in STEM learning, and career development. Spatial ability was trained in paper form, models, or animations for learners in the past, and they learned the view transfer from 3D to 2D views. However, there has no training materials teach learners how to switch 2D graphics from 2D to 3D views. Besides, there has no learning model build on embodied cognition learning theory and virtual reality (VR) technology. The present study is designed to figure out the relationships among cognitive fatigue, cognitive load, gameplay interest, reuse intention, and the performance of spatial ability when learners using spatial evaluation system through VR and App. The differences of human-computer interaction between VR and App were also explored through genders, grades, and the performance of spatial ability. As the result showed, VR learners’ cognitive fatigue is positive related with cognitive load, but negative correlated with gameplay interest. VR learners’ cognitive load is negative related with gameplay interest, and spatial ability performance. VR learners’ gameplay interest is positively related with spatial ability performance, and intention. Nevertheless, there has no significant relation between cognitive load and intention, also performance of spatial ability and reuse intention. The further results revealed there are significantly differences between VR and App, and also the grades, but has no significant difference between genders. Based on the research result, the study proposed the contribution divided into theoretical and practical parts, and also proposed some suggestions for the future study.
|Appears in Collections:||學位論文|
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