Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process

Elena Olmos-Raya; Janaina Ferreira-Cavalcanti; Manuel Contero; M. Concepción Castellanos; Irene Alice Chicchi Giglioli; Mariano Alcañiz

doi:10.29333/ejmste/85874

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Elena Olmos-Raya ¹, Janaina Ferreira-Cavalcanti ¹, Manuel Contero ¹ ^* , M. Concepción Castellanos ¹, Irene Alice Chicchi Giglioli ¹, Mariano Alcañiz ¹

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¹ I3B. Universitat Politècnica de València, Valencia, SPAIN^* Corresponding Author

Abstract

The purpose of this study is to evaluate the influence of emotional induction and level of immersion on knowledge acquisition and motivation. Two conditions were used for immersion modulation: a high immersive condition, which consisted of the viewing of educational content through a head-mounted-display; and a low immersive condition, which was achieved through direct viewing on a tablet. The emotional conditions, created through video simulation, consisted of a positive versus neutral mood induction procedure. The participants were 56 high school students enrolled on a social science course. The results indicate a significant effect of the positive emotion/high immersive condition in knowledge acquisition while positive emotion induction had a positive effect on the interest subscale of the motivation assessment tool used for both immersive conditions.

Keywords

immersion
emotion induction
motivation
knowledge acquisition
head-mounted display

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 6, 2045-2057

https://doi.org/10.29333/ejmste/85874

Publication date: 28 Feb 2018

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How to cite this article

APA

Olmos-Raya, E., Ferreira-Cavalcanti, J., Contero, M., Castellanos, M. C., Giglioli, I. A. C., & Alcañiz, M. (2018). Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2045-2057. https://doi.org/10.29333/ejmste/85874

Vancouver

Olmos-Raya E, Ferreira-Cavalcanti J, Contero M, Castellanos MC, Giglioli IAC, Alcañiz M. Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process. EURASIA J Math Sci Tech Ed. 2018;14(6):2045-57. https://doi.org/10.29333/ejmste/85874

AMA

Olmos-Raya E, Ferreira-Cavalcanti J, Contero M, Castellanos MC, Giglioli IAC, Alcañiz M. Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process. EURASIA J Math Sci Tech Ed. 2018;14(6), 2045-2057. https://doi.org/10.29333/ejmste/85874

Chicago

Olmos-Raya, Elena, Janaina Ferreira-Cavalcanti, Manuel Contero, M. Concepción Castellanos, Irene Alice Chicchi Giglioli, and Mariano Alcañiz. "Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 6 (2018): 2045-2057. https://doi.org/10.29333/ejmste/85874

Harvard

Olmos-Raya, E., Ferreira-Cavalcanti, J., Contero, M., Castellanos, M. C., Giglioli, I. A. C., and Alcañiz, M. (2018). Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), pp. 2045-2057. https://doi.org/10.29333/ejmste/85874

MLA

Olmos-Raya, Elena et al. "Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 6, 2018, pp. 2045-2057. https://doi.org/10.29333/ejmste/85874