The mediating role of presence differs across types of spatial learning in immersive technologies
作者：
Highlights：
• Technologies with high immersion led to better spatial learning than those with low immersion.
• High immersion also led to higher levels of reported presence than low immersion.
• Higher presence was associated with better performance on spatial learning outcomes.
• The learner's presence mediated the relationship only for survey knowledge questions.
• Presence effects varied by task level, which may reflect different types of cognitive load.
摘要
•Technologies with high immersion led to better spatial learning than those with low immersion.•High immersion also led to higher levels of reported presence than low immersion.•Higher presence was associated with better performance on spatial learning outcomes.•The learner's presence mediated the relationship only for survey knowledge questions.•Presence effects varied by task level, which may reflect different types of cognitive load.
论文关键词：Virtual reality,Technology-assisted learning,Spatial navigation,Presence,Cognitive load
论文评审过程：Received 26 September 2019, Revised 8 January 2020, Accepted 2 February 2020, Available online 3 February 2020, Version of Record 8 February 2020.
论文官网地址：https://doi.org/10.1016/j.chb.2020.106290
