Measuring the effect of user experience and engagement on learning using interactive simulations

Abstract

Previous studies have explored the best methods to measure emotional, cognitive, and physical engagement, but these methods have not been applied to fully understand the impact of multimodal interactive simulations on student learning. Technologies like Virtual Reality can provide a novel means for supporting interactive simulations for student learning. However, the full impact of these new systems and modalities on learning and engagement is unclear. This study investigated different versions of interactive simulations for astronomy education. The dissertation included the design and evaluation of the sonification model for the solar system, which was then embedded within two different simulation versions. It evaluated a variety of tools for measuring and comparing user experience, engagement, affect, and learning, and compared qualitative differences between learner interaction in the four conditions. Other factors investigated included science anxiety, motivation, and technology experience, and their effect on a student’s ease of use and comfort in using newer technologies for education. The study found significant differences between the virtual reality (VR) and PC conditions and between the audio and no-audio conditions, with the VR and audio supporting better learning opportunities than the PC or no-audio conditions.