Ajou University repository

Immersive virtual reality game for cognitive-empathy education: Implementation and formative evaluation
Citations

SCOPUS

4

Citation Export

Publication Year
2024-02-01
Journal
Education and Information Technologies
Publisher
Springer
Citation
Education and Information Technologies, Vol.29 No.2, pp.1559-1590
Keyword
Cognitive empathyCybersicknessEmpathy educationGameUser experienceVirtual reality
All Science Classification Codes (ASJC)
EducationLibrary and Information Sciences
Abstract
Empathy is an essential human skill that can be divided into two types: (i) cognitive empathy, which is the capacity of understanding others’ thoughts and emotions; and (ii) affective empathy, which is the capacity to feel others’ emotional states. Many educational contents exist for both types, and immersive virtual reality (VR) has been shown to be effective for empathy education. However, there is a lack of educational content on recognizing and accepting that people can have different perspectives and feelings in the same situation, which is a prerequisite for cognitive empathy. To this end, we developed an immersive VR game “Mysterious Museum” where the player solves various puzzles based on ambiguous images and three-dimensional models. Moreover, we implemented six versions of a level in the game based on design concepts for camera perspective (combinations of first-person and third-person with camera techniques) and content exhibition (gallery, conveyor belt). We then conducted a mixed-method formative evaluation with 19 participants (11 females, eight males, average age 25.4 years) measuring usability of the game, as well as cybersickness and preferences for the design concepts. The game’s usability was satisfactory except for the quality of instructions. Moreover, the conveyor belt, where the player does not need to move, was preferred over the gallery, while the fixed first-person perspective was the most preferred camera perspective. The latter along with the conveyor belt exhibition method caused the least cybersickness. These results can be useful to designers, developers, researchers, and psychologists interested in VR-based empathy education.
ISSN
1573-7608
Language
eng
URI
https://aurora.ajou.ac.kr/handle/2018.oak/33376
https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85154534601&origin=inward
DOI
https://doi.org/10.1007/s10639-023-11840-3
Journal URL
https://www.springer.com/journal/10639
Type
Article
Funding
This work was supported by the MSIT (Ministry of Science and ICT), Korea, under the ITRC (Information Technology Research Center) support program (IITP-2021–0-02051) supervised by the IITP (Institute for Information & Communications Technology Planning & Evaluation).We would like to express our deep gratitude to Professor Hae Jung Suk, Woohyun Lee, Sumin Song, Gaeun You, Hwinyeon Kim, and the participants of the study for their valuable inputs in this study. This research was supported by the MSIT (Ministry of Science and ICT), Korea, under the ITRC (Information Technology Research Center support program (IITP-2021-0-02051) supervised by the IITP (Institute for Information & Communications Technology Planning & Evaluation).
Show full item record

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

Related Researcher

Teemu H. Laine Image
Teemu H. LaineLaine, Teemu H.
Department of Digital Media
Read More

Total Views & Downloads

File Download

  • There are no files associated with this item.