This study investigated changes in learners' motivation, engagement, performance, and spatial reasoning over time and across different levels of virtual reality (VR) immersion. Undergraduate participants explored a virtual solar system via a moderately immersive or highly immersive VR platform over three sessions. In a third condition, participants initially learned with moderate immersion and transitioned to higher immersion after the second session. Following research on novelty effects, we explored whether subjective experiences and performance would decline over time (e.g., decreasing motivation or performance) as participants became familiar with the virtual environment and tools. However, we hypothesized that transitional immersion (i.e., switching from moderate to higher immersion) might lead to a renewed sense of novelty. Results suggested that both moderate and higher levels of immersion were motivating, engaging, and supportive of learning. In contrast to predictions based on novelty effects, these outcomes did not decline overall as learners gained familiarity with the systems. However, transitional immersion emerged as a promising and testable pedagogical approach for future VR education. All participants also showed gains in spatial reasoning.

中文翻译：

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跨多个虚拟现实会议和沉浸度的动机，参与度和性能

这项研究调查了学习者的动机，参与度，表现和空间推理随时间推移以及在不同级别的虚拟现实（VR）沉浸感中的变化。本科生通过三个阶段的沉浸式或高度沉浸式VR平台探索了一个虚拟的太阳系。在第三种情况下，参与者最初以中等沉浸度学习，并在第二节之后转变为较高沉浸度。在对新颖性影响进行研究之后，我们探讨了随着参与者对虚拟环境和工具的熟悉，主观体验和表现是否会随着时间而下降（例如，动机或表现下降）。但是，我们假设过渡浸入（即从中等浸入过渡到较高浸入）可能会导致新的新颖感。结果表明，中等程度和更高程度的沉浸感都可以激励，参与并支持学习。与基于新奇效应的预测相反，随着学习者对系统的熟悉，这些结果总体上不会下降。但是，过渡性沉浸式学习成为未来VR教育的一种有前途且可测试的教学方法。所有参与者都表现出了空间推理方面的优势。