Social presence and motivation in a three-dimensional virtual world: An explanatory study

Abstract

Three-dimensional (3-D) virtual worlds differ from other learning environments in their similarity to real life, providing opportunities for more effective communication and interaction. With these features, 3-D virtual worlds possess considerable potential to enhance learning opportunities. For effective learning, the users' motivation levels and social presence are important. In this study, the motivation and social presence levels of 42 prospective teachers were measured as they engaged in an Open Simulator 3-D virtual world. Related factors affecting motivation and social presence levels were also examined. An explanatory mixed method design was used in this study. Interviews and three different questionnaires were employed. The quantitative results show that the motivation and social presence levels of the participants were high. The qualitative results also revealed several pertinent factors that are related to motivation and social presence. These factors, which include the particular environment and participant satisfaction, clearly affected motivation while the participants were learning new information. Other factors, such as being relaxed, effective communications, and not feeling lonely in the environment affected the social presence measures. Lastly, the participants perceived the environment as warm and sociable. The results suggest that these factors should be taken into account when 3-D virtual learning environments are being designed.

The interplay of physical and social wellbeing in older adults: investigating the relationship between physical training and social interactions with virtual social environments

“…Other studies concur, showing that virtual worlds increase the sense of presence, or psychological immersion (Yilmaz et al, 2013;Grinberg et al, 2014). Users feel as if they are an integral part of the virtual world and get more engaged in the activities, thus making virtual worlds suitable to facilitate social engagement for the health support and physical functioning of the older adults (Molina et al, 2014;Siriaraya, Ang & Bobrowicz, 2014).…”

Peer Review #2 of "The interplay of physical and social wellbeing in older adults: investigating the relationship between physical training and social interactions with virtual social environments (v0.1)"

“…Other studies concur, showing that virtual worlds increase the sense of presence, or psychological immersion [Yilmaz, 2013;Grinberg, 2014]. Users feel as if they are an integral part of the virtual world and get more engaged in the activities, thus making virtual worlds suitable to facilitate social engagement for the health support and physical functioning of the older adults [Molina et al, 2014;Siriaraya et al, 2014].…”

Gaz Ve Toz Bulutundan: 3b Sanal Öğrenme Ortami Geli̇şti̇ri̇rken Karşilaşilan Sorunlarin Aşilmasi

“…The reason for this is that interaction with the environment-objects could be enhanced by controlling the novice users' navigation route (Mount, Chambers, Weaver, & Priestnall, 2009), and motivation could thereby be preserved (motivation tends to drop if nothing happens in the environment due to failures of the users to productively interact with the environment-objects). Therefore design of the learning environment should be made by considering the issues have a positive effect on student motivation providing attractive design, student enjoyment and confidence, and an instructional value (Yilmaz, Topu, Coban, & Goktas, 2013). To help the students to remain interested, an attempt was made to indicate an optimal path to follow while learning the subject.…”