|
| Item | Concept |
|
| Learning area | Items relevant to the learning and/or learner of VR training |
| Activeness | Refers to the degree to which the user is able to take actions by oneself within the realized VR. |
| 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. |
| Flow | The positive sensation wherein a learner is completely immersed in the VR-based learning activity and is thus experiencing it in an optimal manner. |
| Interactivity | The degree to which the learner is permitted to use the system to acquire or access information from the contents. |
| Learning effects | Refers to task applicability (the degree to which the learner applies what they have learned in performing real-life tasks) 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 |
| Presence | The subjective perception where the user experiences a sense of “being there” within virtual space, or the subjective psychological state wherein the user is unaware of experiencing things within a virtual environment. |
| Usability | The ease with which the learner can use the system, reflecting the degree of use satisfaction, efficiency, and efficacy conveyed by the experience of the VR environment. |
| Manipulability | The perceptual state where the learner feels that one is able to freely move and “manipulate” VR objects and to freely explore and “navigate” within the VR space. |
|
| Content design area | Key items relevant to the management of contents utilized in e-learning |
| Content design | Whether by-level learning, selection of learning elements and materials, screen composition and layout, interface, and session implementation were adequately conducted. |
| Teaching/learning strategies | Whether teaching/learning strategies, elements of self-directed learning, and motivational strategies were adequately provided. |
| Learning contents | Whether learning contents, organization, level of difficulty, and study load were adequately selected. |
|
