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International Conference on Immersive Learning

iLRN 2019: Immersive Learning Research Network pp 185–198Cite as

Presence Is the Key to Understanding Immersive Learning

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Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1044))

Abstract

Presence as the subjective feeling of ‘being there’ is one of the main psychological components in immersive virtual environments. Research shows that presence can have an effect on learning outcomes in educational virtual environments. As presence can be considered as an individual psychological variable, its crucial role in the process of immersive learning is influenced by numerous subjective and objective factors. On the basis of the Educational Framework for Immersive Learning (EFiL), we developed a research model including the factors presence, immersion, cognitive abilities, motivation, and emotion. The hypotheses of the research model have been examined in a study with 23 students testing three different immersive educational virtual environments for learning computer science. The results of 67 presence questionnaires could confirm the hypotheses of the research model deriving from the EFiL partly. The factors immersion, emotion, and cognitive abilities were predictors for presence. An assumed, predictive effect of intrinsic motivation towards learning computer science on presence could not be verified.

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Acknowledgements

The SKILL project is part of the “Qualitätsoffensive Lehrerbildung”, a joint initiative of the Federal Government and the Länder which aims to improve the quality of teacher training. The programme is funded by the Federal Ministry of Education and Research. The authors are responsible for the content of this publication.

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Authors and Affiliations

  1. Faculty of Computer Science and Mathematics, University of Passau, Innstr. 33, Passau, Germany

    Andreas Dengel

  2. Faculty of Arts and Humanities, University of Passau, Innstr. 41, Passau, Germany

    Jutta Mägdefrau

Authors
  1. Andreas Dengel
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  2. Jutta Mägdefrau
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Corresponding author

Correspondence to Andreas Dengel .

Editor information

Editors and Affiliations

  1. University of Arkansas, Fayetteville, AR, USA

    Dennis Beck

  2. British Telecom Research Labs, Ipswich, UK

    Anasol Peña-Rios

  3. University Libraries, Virginia Tech, Blacksburg, VA, USA

    Todd Ogle

  4. University of Westminster, London, UK

    Daphne Economou

  5. Computer Science, University of Westminster, London, UK

    Markos Mentzelopoulos

  6. Universidade Aberta, Coimbra, Portugal

    Leonel Morgado

  7. California Polytechnic State University, San Luis Obispo, CA, USA

    Christian Eckhardt

  8. Institute for Information Systems and Computer Media, Graz University of Technology, Graz, Steiermark, Austria

    Johanna Pirker

  9. Institute for Software Technology, Graz University of Technology, Graz, Steiermark, Austria

    Roxane Koitz-Hristov

  10. Salish Kootenai College, Pablo, MT, USA

    Jonathon Richter

  11. Institute for Information Systems and Computer Media, Graz University of Technology, Graz, Steiermark, Austria

    Christian Gütl

  12. University of Essex, Colchester , UK

    Michael Gardner

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Dengel, A., Mägdefrau, J. (2019). Presence Is the Key to Understanding Immersive Learning. In: Beck, D., et al. Immersive Learning Research Network. iLRN 2019. Communications in Computer and Information Science, vol 1044. Springer, Cham. https://doi.org/10.1007/978-3-030-23089-0_14

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  • DOI: https://doi.org/10.1007/978-3-030-23089-0_14

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-23088-3

  • Online ISBN: 978-3-030-23089-0

  • eBook Packages: Computer ScienceComputer Science (R0)

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