【作 者】：
李文昊， 钱 莉， 冯秦娜， 黄 静
【关 键 词 】：
沉浸感； 学习结果； 作用机制； 中介效应； 虚拟现实
【栏 目】：
学习环境与资源
【中文摘要】：
虚拟现实（VR）的沉浸感会影响用户感知到的存在感、认知负荷和情绪等，进而促进或阻碍学习。已有文献中沉浸感对于学习结果影响的研究结论并不一致，其作用机制也没有得到充分探讨。研究基于沉浸感相关的研究，在消防安全教育中控制沉浸感水平（沉浸式VR体验和桌面式VR视频），通过知识测试和量表的形式测量了128名大学生的学习效果（即时知识保留和延时知识保留）、认知负荷、情绪（效价和唤醒）、存在感和学习动机。研究发现：（1）沉浸式VR体验更有利于激发高唤醒的积极情绪，提高存在感和学习动机，但在认知负荷、知识的即时保留和长时保留方面与桌面式VR视频无显著差异。（2）情绪效价、存在感和学习动机在沉浸感影响学习的过程中发挥中介作用。研究结论揭示了VR环境中沉浸感对学习的作用机制，对VR技术课堂教育应用提供了方法论指导。
【英文摘要】：
The immersion of virtual reality (VR) can affect users' perceived presence, cognitive load, and emotions, which in turn facilitates or hinders learning. Existing studies on the effect of immersion on learning outcomes are inconsistent, and its mechanism has not been fully explored. Based on researches related to immersion, this paper controlled the level of immersion in fire safety education by using immersive VR experience and desktop VR video, and measured learning outcomes (immediate knowledge retention and delayed knowledge retention), cognitive load, emotion (potency and arousal), sense of presence, and motivation of 128 college students by means of knowledge tests and scales. It was found that: (1) the immersive VR experience is more conducive to stimulating high-arousal positive emotions, enhancing sense of presence and learning motivation, but there is no significant difference from desktop VR video in terms of cognitive load, immediate knowledge retention and delayed knowledge retention; (2) Emotional potency, sense of presence and learning motivation play a mediating role in the influence of immersion on learning. The findings reveal the mechanism of immersion on learning in VR environment and provide methodological guidance for the application of VR technology in classroom education.