1,721,046 research outputs found
Improving Knowledge Retention and Perceived Control through Serious Games: a Study about Assisted Emergency Evacuation
Full text linkDigital games for education and training, also called serious games (SGs), have shown beneficial effects on learning in several studies. In addition, some studies are suggesting that SGs could improve user's perceived control, which affects the likelihood that the learned content will be applied in the real world. However, most SG studies tend to focus on immediate effects, providing no indication on knowledge and perceived control over time, especially in contrast with nongame approaches. Moreover, SG research on perceived control has focused mainly on self-efficacy, disregarding the complementary construct of locus of control (LOC). This paper advances both lines of research, assessing user's knowledge and LOC over time, with a SG as well as traditional printed materials that teach the same content. Results show that the SG was more effective than printed materials for knowledge retention over time, and a better retention outcome was found also for LOC. An additional contribution of the paper is the proposal of a novel SG that targets the inclusivity goal of safe evacuation for all, extending SG research to a domain not dealt with before, i.e. assisting persons with disabilities in emergencies
Corrigendum to “Exploring the use of arcade game elements for attitude change: Two studies in the aviation safety domain” [International Journal of Human-Computer Studies 127 (2019) 112–123](S1071581918303975)(10.1016/j.ijhcs.2018.07.006)
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Trial of a desktop virtual reality application as a method of exposure for test anxiety: a qualitative study
No full textTest anxiety involves feelings of discomfort, fear and worry, impacting students’ wellbeing and academic performance. Virtual reality exposure (VRE) shows promise in mitigating test anxiety, but existing applications concern only written exams. Few VRE applications simulate one-on-one interviews with examiners, and applications for public speaking focus on formal presentations before an audience. This paper concerns a trial of a VRE application that deals with oral exams, presenting a qualitative study of a sample of undergraduate students who autonomously used the VRE application in their homes over three weeks. The application exposes students to scenarios in which a virtual examiner displays friendly, partially friendly, or unfriendly behaviour while asking questions selected from a pool defined by the student. Participants were interviewed to investigate their perceptions of and experience with the application. Thematic analysis of participants’ interviews indicates that they perceived the VRE application as valuable not only for studying and practicing oral exams but also for handling emotional aspects associated with the exam. Moreover, the application helped to increase confidence and awareness of preparation level among some participants. Finally, the paper describes participants’ suggestions emerged from the study that can be used to inform the design of this type of applications
Aggregazione ed omissione temporale nell’Event Calculus: un ambiente integrato ed esempi di sua esecuzione
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Extending the Event Calculus with Temporal Granularity and Indeterminacy*
No full textIn many real-world applications, temporal information is often imprecise about the temporal location of events (indeterminacy) and comes at different granularities (Dyreson and Snodgrass 1995). Temporal granularity and indeterminacy are thus emerging as crucial requirements for the advancement of intelligent information systems which have to store, manage, and reason about temporal data. Consider, for example, these events taken from the application-a temporal database for cardiological patients- we are considering in our research (Combi and Chittaro 1999): '‘between 2 p.m. and 4 p.m. on May 5, 1996, the patient suffered from a myocardial infarction’', '‘he started the therapy with thrombolytics in July 1995'', '‘on October 12, 1996, he had a follow-up visit’'. The three events happened at the hours, months, and days timelines, respectively
Acquisition and retention of spatial knowledge through virtual reality experiences: Effects of VR setup and locomotion technique
No full textThe fidelity level of virtual reality (VR) setups can affect different aspects of virtual experiences, but its effects on knowledge acquisition and retention need clarification. The two studies in this paper focus on spatial knowledge. The first study compared three VR setups, one using a VR headset and two using a tablet, differing in display and interaction fidelity. Since the type of virtual environment (VE), and the locomotion technique employed to explore it, might affect spatial knowledge acquisition, we studied each setup in an indoor and an outdoor VE with two widely used locomotion techniques (teleport and steering). Results showed that setups offering higher display and interaction fidelity can improve acquisition of spatial knowledge in terms of distance estimations (with teleport in the indoor VE, and with steering in the outdoor VE) and object-to-object spatial relations (with steering in the outdoor VE), but not in terms of object locations. This can provide guidance about how to choose the appropriate combination of setup and locomotion technique based on the type of VE and the types of spatial knowledge to acquire. Moreover, sickness and usability results showed that VR headset was more usable than tablet, and suggest using teleport on VR headset and steering on tablet. Therefore, the second study focused on VR headset with teleport and tablet with steering, and extended the assessment of their effects to spatial knowledge retention after two weeks. Results showed that spatial knowledge decreased in both conditions, but the VR headset with teleport led to better acquisition and 2-weeks retention of distance estimations
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