Effects of Stereoscopic Display on Learning and User Experience in an Educational Virtual Environment

ABSTRACT

Over the past decade, many studies have examined the potential benefits of educational virtual environments (EVEs), either by comparing them with other media or by assessing the effects of their features on learning. Paradoxically, very few of them have explored the effects of stereoscopic versus nonstereoscopic displays on learning and/or the subjective experience provided in an EVE. Our study was designed to fill this gap, by comparing the effects of these two virtual reality modes in an interactive mechanics learning task. We collected measures of task effectiveness (success/failure and completion time), learning outcomes and subjective experience (user experience, flow, and immersion). Results showed that (1) users were more successful in the learning tasks in the stereoscopic condition, and (2) perceived affective quality, flow, and immersion were better in this condition.

Funding

This study was part of the VirtualiTeach research project (“Innovative Digital Services for e-Education” call for projects no. 2) funded by the Caisse des Dépôts et Consignations state-run bank and investment fund, and Brittany and Pays de la Loire regional councils. The authors declare that they have no conflict of interest.

Additional information

Funding

This study was part of the VirtualiTeach research project (“Innovative Digital Services for e-Education” call for projects no. 2) funded by the Caisse des Dépôts et Consignations state-run bank and investment fund, and Brittany and Pays de la Loire regional councils. The authors declare that they have no conflict of interest.

Notes on contributors

Emilie Loup-Escande

Emilie Loup-Escande is an associate professor with the CRP-CPO EA 7273 research center of Picardy Jules Verne University in France. She is interested in the ergonomic design of emerging technologies. She has been involved in the design and assessment of virtual reality applications (product design, training and learning, entertainment).

Eric Jamet

Eric Jamet is a professor of cognitive ergonomics and psychology at the Research Center in Psychology, Cognition, and Communication (CRPCC) of Rennes 2 University, France. His research interests include multimedia learning and human–computer interaction.

Martin Ragot

Martin Ragot is a cognitive psychologist and ergonomist. A former member of the Research Center in Psychology, Cognition, and Communication (CRPCC) of Rennes 2 University, France, he is currently working on research projects in cognitive science at the b<>com Institute of Research and Technology, adopting a user-centered design (UCD) approach.

Séverine Erhel

Séverine Erhel is an associate professor of cognitive psychology and ergonomics. A member of the Research Center in Psychology, Cognition and Communication (CRPCC) of Rennes 2 University (France), she undertakes research in the field of cognitive psychology, focusing on multimedia learning and digital game-based learning.

Nicolas Michinov

Nicolas Michinov is a professor of social psychology. He studies the social and cognitive processes involved in learning, in both face-to-face and online environments. His interests include social comparison and transactive memory, and their influence on academic performance. He is also involved in developing new learning methods in digital environments.