Perceived Presence's role on learning outcomes in a mixed reality classroom of simulated students

Abstract

This research is part of an ongoing effort on the efficacy and user experience of TLE TeachLivETM, a 3D mixed reality classroom with simulated students used to facilitate virtual rehearsal of pedagogical skills by teachers. This research investigated a potential relationship between efficacy, in terms of knowledge acquisition and transfer, and user experience in regard to presence, suspension of disbelief, and immersion. The initial case studies examining user experience of presence, suspension of disbelief, and immersion were used to develop a presence questionnaire revised from the work of Witmer and Singer (1998) to address the TLE TeachLivETM mixed reality environment. The findings suggest that targeted practice, authentic scenarios, and suspension of disbelief in virtual learning environments may impact learning. © 2013 Springer-Verlag Berlin Heidelberg.