Year: 2025
Type: conference-paper
Abstract: This study developed virtual reality cooperative learning material titled "ayalab Save ayami!" in which participants navigated a Western-style floating house in nocturnal darkness to rescue the main character.The study involved 30 female university students who participated in pairs, with each pair assigned either a "university student" or "detective" avatar.Within each pair, one participant was designated as the leader and the other as the non-leader.In the scene imagination experiment, participants viewed a Western-style house displayed on a tablet and engaged in cooperative learning, by deciphering codes associated with the seven treasures needed to save the main character and identifying the locations of each of the seven treasures hidden in the house (time limit: 10 minutes).In the virtual space experiment, participants used a 9th-generation iPad to enter the virtual environment, wore designated avatars, and searched for the seven treasures in the virtual space (time limit: 10 minutes).The leader was tasked with taking pictures of the pair and each treasure and identifying each of the seven treasures, which were combined with cipher numbers.Questionnaires measuring group cohesion, critical thinking attitude (CTAS), the Interpersonal Reactivity Index (IRI), and the short version of the Sense of Direction Questionnaire (SDQ-S) were administered before and after cooperative learning in both conditions.In the scene imagination condition, inquisitiveness regarding CTAS increased among non-leaders using the university student avatar.Regarding the IRI, the perspective-taking score increased for participants using the university student avatar, suggesting that these avatars may provide learning effects similar to those of real-life experiences.In the virtual space condition, the inquisitiveness of CTAS also increased for university students.Additionally, IRI scores for perspective-taking and fantasy scores increased for the university student leaders and detective non-leaders but decreased for university student non-leaders, detective leaders, and detective non-leaders.Group cohesion and SDQ-S scores remained unchanged.These findings suggest that there are differences in cooperative learning outcomes between scene imagination and virtual space conditions.
Language: English
Subfield: Human-Computer Interaction
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4410354582