東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

The Effects of Visual Realism on Cognitive Constructs, Spatial Memory and Learning in Virtual Reality.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Visual Realism on Cognitive Constructs, Spatial Memory and Learning in Virtual Reality./
Author:	Huang, Jiawei.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	157 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
Contained By:	Dissertations Abstracts International83-03B.
Subject:	Memory. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28827011
ISBN:	9798544295143

The Effects of Visual Realism on Cognitive Constructs, Spatial Memory and Learning in Virtual Reality.
Huang, Jiawei.

The Effects of Visual Realism on Cognitive Constructs, Spatial Memory and Learning in Virtual Reality. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 157 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: B.

Thesis (Ph.D.)--The Pennsylvania State University, 2021.

This item must not be sold to any third party vendors.

This dissertation asks how technology characteristics, specifically, visual realism, can influence important affective and cognitive constructs, as well as how these relationships impact spatial memory and learning outcomes by conducting three systematically-controlled studies. The first study investigates the effects of visual realism on object location memory in virtual reality, taking account of individual differences, gaze, and locomotion. Participants freely explored two environments that varied in visual realism, and then recalled the locations of objects by returning misplaced objects back to their original locations. Overall, there was no significant relationship between visual realism and object location memory. I found, however, that individual differences, such as spatial ability and gender, accounted for more variance. Gaze and locomotion analyses suggest that participants exhibited higher gaze duration and more clustered movement patterns in the low realism condition. Preliminary inspection further found that locomotion hotspots coincided with objects that showed a significant gaze time difference between high and low visual realism levels. These results suggest that high visual realism may provide positive spatial learning affordances but the effects are more intricate. The second study continues the study of visual realism and object location memory, and uses a basic 2D setting and a modification of visual realism manipulation: a colored and textured image, a colored line drawing, a greyscale textured image, and a black and white line drawing, all with the same array of objects to be memorized within a given time. The result corresponds with the finding of study 1, showing that there was no significant difference in object location memory with different visual realism levels, and a marginal difference between genders was present in object location memory. The third study controls visual realism through graphical style, and adds the measurement of perceived realism as well as the measurement of cognitive constructs. A three-level study was conducted in which participants were assigned to one of three groups: 360° photos, 360° realistic rendering, and 360° stylized rendering. Participants went through a web-based 360° tour that took them to a forest, where they observed changes in tree density and distribution, listened to narration, and learned different forest management actions. The result shows that perceived realism was positively related to a number of cognitive constructs such as presence, perceived usefulness, motivation, enjoyment, satisfaction, reflective thinking, perceived learning, connectedness to nature and intention to use. Interestingly, no difference in (the actual) visual realism for these constructs was observed. Perceived learning was not correlated with the actual learning outcomes, which indicates that participants may not be able to evaluate their learning accurately, and that no relationship between the actual learning outcomes and visual realism was identified.

ISBN: 9798544295143Subjects--Topical Terms:

522110
Memory.
Subjects--Index Terms:

Virtual reallity

The Effects of Visual Realism on Cognitive Constructs, Spatial Memory and Learning in Virtual Reality.
LDR:04209nmm a2200349 4500 001 2352520
005 20221128104007.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798544295143
035 $a (MiAaPQ)AAI28827011
035 $a (MiAaPQ)PennState_22079jzh87
035 $a AAI28827011
040 $a MiAaPQ $c MiAaPQ
100 1 $a Huang, Jiawei. $3 3692156
245 1 4 $a The Effects of Visual Realism on Cognitive Constructs, Spatial Memory and Learning in Virtual Reality.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 157 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
500 $a Advisor: Klippel, Alexander.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation asks how technology characteristics, specifically, visual realism, can influence important affective and cognitive constructs, as well as how these relationships impact spatial memory and learning outcomes by conducting three systematically-controlled studies. The first study investigates the effects of visual realism on object location memory in virtual reality, taking account of individual differences, gaze, and locomotion. Participants freely explored two environments that varied in visual realism, and then recalled the locations of objects by returning misplaced objects back to their original locations. Overall, there was no significant relationship between visual realism and object location memory. I found, however, that individual differences, such as spatial ability and gender, accounted for more variance. Gaze and locomotion analyses suggest that participants exhibited higher gaze duration and more clustered movement patterns in the low realism condition. Preliminary inspection further found that locomotion hotspots coincided with objects that showed a significant gaze time difference between high and low visual realism levels. These results suggest that high visual realism may provide positive spatial learning affordances but the effects are more intricate. The second study continues the study of visual realism and object location memory, and uses a basic 2D setting and a modification of visual realism manipulation: a colored and textured image, a colored line drawing, a greyscale textured image, and a black and white line drawing, all with the same array of objects to be memorized within a given time. The result corresponds with the finding of study 1, showing that there was no significant difference in object location memory with different visual realism levels, and a marginal difference between genders was present in object location memory. The third study controls visual realism through graphical style, and adds the measurement of perceived realism as well as the measurement of cognitive constructs. A three-level study was conducted in which participants were assigned to one of three groups: 360° photos, 360° realistic rendering, and 360° stylized rendering. Participants went through a web-based 360° tour that took them to a forest, where they observed changes in tree density and distribution, listened to narration, and learned different forest management actions. The result shows that perceived realism was positively related to a number of cognitive constructs such as presence, perceived usefulness, motivation, enjoyment, satisfaction, reflective thinking, perceived learning, connectedness to nature and intention to use. Interestingly, no difference in (the actual) visual realism for these constructs was observed. Perceived learning was not correlated with the actual learning outcomes, which indicates that participants may not be able to evaluate their learning accurately, and that no relationship between the actual learning outcomes and visual realism was identified.
590 $a School code: 0176.
650 4 $a Memory. $3 522110
650 4 $a Senses. $3 629863
650 4 $a Medical research. $2 bicssc $3 1556686
650 4 $a Computer simulation. $3 525602
650 4 $a Realism. $3 528996
650 4 $a Visualization. $3 586179
650 4 $a Virtual reality. $3 527460
650 4 $a Learning. $3 516521
650 4 $a Experimental psychology. $3 2144733
650 4 $a Psychobiology. $3 555678
650 4 $a Cognitive psychology. $3 523881
653 $a Virtual reallity
653 $a Object location
690 $a 0349
690 $a 0633
690 $a 0623
710 2 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertations Abstracts International $g 83-03B.
790 $a 0176
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28827011