This research is part of an ongoing effort on the efficacy and user experience of TLE TeachLivE™, a 3D mixed reality classroom with simulated students used to facilitate virtual rehearsal of pedagogical skills by teachers. This research investigated a potential relationship between efficacy, in terms of knowledge acquisition and transfer, and user experience in regard to presence, suspension of disbelief, and immersion. The initial case studies examining user experience of presence, suspension of disbelief, and immersion were used to develop a presence questionnaire revised from the work of Witmer and Singer (1998) to address the TLE TeachLivE™ mixed reality environment. The findings suggest that targeted practice, authentic scenarios, and suspension of disbelief in virtual learning environments may impact learning.
New and emerging technology in the field of virtual environments has permitted a certain malleability of learning milieus. These emerging environments allow learning and transfer through interactions that have been intentionally designed to be pleasurable experiences. TLE TeachLivE™ is just such an emerging environment that engages teachers in practice on pedagogical and content aspects of teaching in a simulator. The sense of presence, engagement, and ludus of TLE TeachLivE™ are derived from the compelling Mixed Reality that includes components of off-the shelf and emerging technologies. Some of the noted features that have been identified relevant to the ludic nature of TeachLivE include the flow, fidelity, unpredicability, suspension of disbelief, social presence, and gamelike elements. This article explores TLE TeachLivE™ in terms of the ludology, paideic user experience, the source of the ludus, and outcomes of the ludic nature of the experience.
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