Effects of Different Types of Virtual Reality Display on Presence and Learning in a Safety Training Scenario

By Fabio Buttussi, Luca Chittaro. IEEE Transactions on Visualization and Computer Graphics, 2018

420 citations recorded by the source corpus.

Subfields: Automotive Engineering, Social Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/ee29c8a35566dc276149ddb0c6abb0cdfb27ccf5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Automotive Engineering

1. Magnus K. Omdahl
2. Richard E. Mayer
3. Sarune Baceviciute
4. Niels Koch Andreasen
5. Oliver A. Meyer
6. Guido Makransky

In Social Psychology

1. Guido Makransky
2. Magnus K. Omdahl
3. Richard E. Mayer
4. Sarune Baceviciute
5. Niels Koch Andreasen
6. Oliver A. Meyer
7. Roxana Moreno
8. R. Berk

In Human-Computer Interaction

1. Guido Makransky
2. Magnus K. Omdahl
3. Oliver A. Meyer
4. Sarune Baceviciute
5. Niels Koch Andreasen
6. Richard E. Mayer
7. Roxana Moreno
8. R. Berk

Citations in the corpus

• Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment (2019, methodology): “…that have investigated the impact of VR learning interventions on self-e ffi cacy control for potential di ff erences in self-e ffi cacy prior to starting the experiment and then to assess if there is a change from prior to after the intervention (e.g Buttussi & Chittaro, 2018; Makransky et al., 2019b).”
• Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. (2020, background): “VR can be accessed through various displays, such as a desktop VR, VR with a head-mounted display (HMD), or a cave automatic virtual environment (CAVE; Buttussi & Chittaro, 2018).”