感觉
信息和通信技术
沉浸式(数学)
心理学
控制(管理)
工程类
计算机科学
社会心理学
万维网
人工智能
数学
纯数学
作者
Inma Rodríguez‐Ardura,Antoni Meseguer‐Artola,Gisela Ammetller
出处
期刊:International Journal of Engineering Education
日期:2016-01-01
卷期号:32 (4): 1579-1585
被引量:4
摘要
Virtual presence and flow are usually presented as two core facets of the individual’s immersion in online educationsettings, yet their delimitation is still unclear. We seek to address this issue by theoretically explaining, and empiricallyshowing, their different extents. From a sample of students of engineering and ICT programmes in a pure-online educationsetting, we have found that although virtual presence and flow are both triggered by focused attention (which in turn isprompted by a similar feeling of perceived control), virtual presence is directly activated by the challenges perceived in theonline environment—and its activation facilitates flow states. The findings also support the impact of challenge and skill onperceived control. These results shed light on the complexity of immersive experiences in virtual education environments,and offer implications for higher education institutions and instructors.
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