|
| Item | Concept |
|
| Learning area: items relevant to the learning and/or learner of VR training |
| Activeness | Refers to the degree to which the learner is able to take actions by oneself within the realized VR [27]. |
| Learning satisfaction | The most universally used index for measuring learning efficacy. It reflects the extent to which positive educational experiences, such as concentration, relevance, and confidence, were experienced by the learner [11, 12]. |
| Flow | Flow is a psychological state wherein one becomes completely absorbed in a task, to the extent that one loses one’s sense of time, space, or even self [28]. The positive sensation wherein a learner is completely immersed in the VR-based learning activity and is thus experiencing it in an optimal manner [18]. |
| Interactivity | The degree to which the learner is permitted to use the system to acquire or access information from the contents [29, 30]. |
| Learning effects | Refers to task applicability (the degree to which the learner applies what they have learned when performing real-life tasks [31]) and mastery (the degree to which VR has contributed to the learner’s proficiency in the training subject). |
|
| Media area: items relevant to the media characteristics of VR training |
| Sensory Immersion | Sensory immersion refers to the degree to which the learner experiences the visual/auditory simulation, namely the degree of virtuality as perceived by the learner [9]. |
| Usability | The ease with which the learner can use the system [32], reflecting the degree of use satisfaction, efficiency, and efficacy conveyed by the experience of the VR environment [20]. |
| (Media) Satisfaction | Satisfaction with the medium is sometimes included as a component of usability. Specifically, it refers to the degree of satisfaction and enjoyment felt upon using a system [33]. |
| Manipulability | Manipulability refers to the learner’s ability to manipulate the VR environment. The perceptual state where the learner feels that one is able to freely move and “manipulate” VR objects [9]. |
| Navigability | This refers to the learner’s ability to freely explore and interact with the VR space. Navigability reflects the perceptual state where the learner feels that they are able to freely explore and “navigate” within the VR space [9]. |
| Presence | Presence refers to the user’s subjective perception of a sense of “being there” within virtual space [10]. It may also refer to the subjective psychological state wherein the user is unaware of experiencing things within a virtual environment [11]. |
|
| Content quality area: key items relevant to the management of contents utilized in e-learning |
| Instructional design | Whether by-level learning, selection of learning elements and materials, screen composition and layout, interface, and session implementation were adequately done [26]. |
| Teaching and learning strategies | Whether teaching/learning strategies, elements of self-directed learning, and motivational strategies were adequately selected [26]. |
| Learning contents | Whether the learning contents, organization, level of difficulty, and study load were adequately selected [26] |
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