VR's frames of reference: A visualization technique for abstract and multidimensional learning.

摘要

This paper describes a research study that investigated how designers can use frames of reference (FORs) to support the learning of abstract multidimensional information. Specifically, it compared the effectiveness of different FORs (egocentric, exocentric, and a combination of the two) for learning about electric fields, a domain with which students often have trouble. Outcomes from the study suggest a combination of FORs facilitated learning beyond single FORs. Learners reported differential informational value in the egocentric and exocentric FORs. However, it was difficult to identify how those differences translated to objective learning measures used in this study, with one exception. People exposed to the egocentric FOR could adopt either FOR when problem solving, but the exocentric group had more trouble in an ego-referenced problem solving environment than in a exo-referenced one. This study also provided information about why learner characteristics and learning experiences are important to understanding the relationship between FORs and learning. It showed that gender is an important learner characteristic to consider because it played a substantial role in influencing learning. Finally, particularly important aspects of the learning experience were task times (interaction and learning times) and simulator sickness. Not only did they affect learning, but they also partially mediated effects of learner characteristics and FORs on learning. Study outcomes provide the basis for recommendations to researchers, to designers, and for future research.