Investigating the role of task structure and interface support in two virtual learning environments. (4th August 2014) - Whitelock, Denise
This paper discusses some of the factors in virtual environments that promote conceptual learning. The two virtual environments examined in this paper do not involve full immersion but are desktop virtual environments. However, they differ in their degree of representational fidelity of the domain and students immediacy of control. Students' perceptions of learning differed from their actual cognitive change scores in both environments. These findings threw light, not only on interface design, but on the nature of task structure and feedback in virtual environments for conceptual learning.