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Emotional Design in Virtual Reality ...

Brenner, Corinne,

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Emotional Design in Virtual Reality for Preclinical Dental Training /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Emotional Design in Virtual Reality for Preclinical Dental Training // Corinne Brenner.
Author:	Brenner, Corinne,
Description:	1 electronic resource (209 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
Contained By:	Dissertations Abstracts International85-11B.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30995793
ISBN:	9798382765761

Emotional Design in Virtual Reality for Preclinical Dental Training /
Brenner, Corinne,

Emotional Design in Virtual Reality for Preclinical Dental Training /Corinne Brenner. - 1 electronic resource (209 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: B.

Virtual reality is a promising new tool for preclinical training in the health sciences, but the appearance of virtual patients, and the extent to which the eeriness of virtual patients impacts learning outcomes, is an under-examined design feature. This study applies principles of Emotional Design to investigate how the visual design of virtual patients impacts learning outcomes for preclinical dental students. Participants were dental students using a virtual reality module to learn to perform the inferior alveolar nerve block, an anesthetic injection, as part of a course requirement. Participants completed the training on one of two virtual patients: a previously designed patient lacking details like hair (Condition 1), and a redesigned virtual patient judged to appear less eerie in pretests (Condition 2). While average ratings of eeriness did not differ between conditions, participants in Condition 1 were less satisfied with how true-to-life the virtual patient appeared. Results revealed that after accounting for eeriness ratings, participants in Condition 1 reported more negative emotional valence after the training, higher extraneous cognitive load, and improved scores on the comprehension test compared to participants in Condition 2. Participants in both conditions made more errors in the assessment mode of the module when they rated the patient as more eerie. Physiological data and interviews with course TAs who administered the training add context to these findings. The impact of visual design is interpreted through the lenses of the Cognitive Theory of Multimedia Learning and Integrative Model of Emotion in Game-based Learning, and drive recommendations for the design of similar educational virtual reality content.

English

ISBN: 9798382765761Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Emotional design

Emotional Design in Virtual Reality for Preclinical Dental Training /
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245 1 0 $a Emotional Design in Virtual Reality for Preclinical Dental Training / $c Corinne Brenner.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
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500 $a Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
500 $a Advisors: Plass, Jan L. Committee members: Neumann, W. Russell; Levine, Marci H.
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520 $a Virtual reality is a promising new tool for preclinical training in the health sciences, but the appearance of virtual patients, and the extent to which the eeriness of virtual patients impacts learning outcomes, is an under-examined design feature. This study applies principles of Emotional Design to investigate how the visual design of virtual patients impacts learning outcomes for preclinical dental students. Participants were dental students using a virtual reality module to learn to perform the inferior alveolar nerve block, an anesthetic injection, as part of a course requirement. Participants completed the training on one of two virtual patients: a previously designed patient lacking details like hair (Condition 1), and a redesigned virtual patient judged to appear less eerie in pretests (Condition 2). While average ratings of eeriness did not differ between conditions, participants in Condition 1 were less satisfied with how true-to-life the virtual patient appeared. Results revealed that after accounting for eeriness ratings, participants in Condition 1 reported more negative emotional valence after the training, higher extraneous cognitive load, and improved scores on the comprehension test compared to participants in Condition 2. Participants in both conditions made more errors in the assessment mode of the module when they rated the patient as more eerie. Physiological data and interviews with course TAs who administered the training add context to these findings. The impact of visual design is interpreted through the lenses of the Cognitive Theory of Multimedia Learning and Integrative Model of Emotion in Game-based Learning, and drive recommendations for the design of similar educational virtual reality content.
546 $a English
590 $a School code: 0146
650 4 $a Educational technology. $3 517670
650 4 $a Educational philosophy. $3 3173367
650 4 $a Dentistry. $3 828971
650 4 $a Health education. $3 559086
653 $a Emotional design
653 $a Inferior alveolar nerve block
653 $a Game-based learning
653 $a Preclinical education
653 $a Virtual reality
690 $a 0710
690 $a 0998
690 $a 0567
690 $a 0680
710 2 $a New York University. $b Administration, Leadership, and Technology. $e degree granting institution. $3 3818466
720 1 $a Plass, Jan L. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-11B.
790 $a 0146
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792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30995793