■本研究的目标是在现实的生活森林模拟器的背景下测试与反馈相关的信号在学习森林生态系统中的作用,在农业学生的IVR条件下。两种信号模式,对应于两个信令级别,进行了调查:森林元素的视觉闪烁(树种,植物,鲜花,真菌,湿区等.)和标记石,两者都带有弹出窗口中的文本,在2x2实验计划中。
■一所农业技术高中的93名学生必须探索(包括身体),询问(搜索)和选择(使用操纵杆)在三个活林区(在视觉上界定在更广泛的森林区域内)中的森林的相关元素,以便选择(并证明)最佳区域,在这三个人中,其中一个设备齐全的公共旅游接待地点(野餐,休息,接待处)可以建。选定的地点必须对森林生态系统及其随时间发展的负面影响最小。在他们的决定(和理由)之后,他们得到了一系列VR桌面多媒体幻灯片的反馈,显示了这种选择对所选区域生态系统的影响。反馈后,他们必须决定并再次证明他们是否会改变或维持他们的第一个决定。最后,还使用了主观量表来调查存在,认知复杂性,疾病和整体享受。
■结果显示两种信号水平的显著正效应,以及正确决策答案的反馈。Further,组合,互动,在信号和反馈之间似乎增强了,从内存中激活和检索,与任务相关的概念。此外,结果表明,存在对决策绩效有显著的积极影响(中等规模),一个与浸入原理一致的发现。
UNASSIGNED: The goal of the present study was to test the effect of signaling associated with feed-back in learning forest ecosystems in the context of realistic living forest simulator, in IVR conditions for students in agriculture. Two signaling modalities, corresponding to two signaling levels, were investigated: visual flashing of forest elements (tree species, plants, flowers, fungi, wet-areas etc.) and marker-stones, both with text in pop-up windows, in a 2x2 experimental plan.
UNASSIGNED: Ninety-three pupils of an agricultural technological high school had to explore (including physically), interrogate (search for) and select (using the joysticks) relevant elements of the forest in three living forest areas (visually delimited inside of a broader forest area) in order to choose (and justify) the best area, among the three, in which an equipped public-tourist reception site (picnic, resting, reception site) could be built. The chosen site must have the least possible negative impact on the ecosystem of the forest and its development over time. After their decision (and justification) they were provided a feed-back with a series of VR desktop multimedia slides showing the effect of this choice on the ecosystem of the chosen area. After the feed-back they had to decide and justify again whether they would change or maintain their first decision. Finally, subjective scales were also used in order to investigate
presence, cognitive complexity, sickness and overall enjoyment.
UNASSIGNED: Results showed significant positive effects of both signaling levels, and of the feed-back on the correct decision answers. Further, the combination, and interaction, between signaling and feedback seemed to enhance, the activation and retrieval from memory, of the task-relevant concepts. In addition, the results indicated a significant positive effect (medium size) of
presence on decision performances, a finding which is consistent with the immersion principle.