Constructs | Code | Sources | Items |
---|---|---|---|
Goal Clarity | GCL1 | Overall game goals were presented in the beginning of the game | |
GCL2 | Overall game goals were presented clearly | ||
GCL3 | Intermediate goals were presented in the beginning of each scene | ||
GCL4 | Intermediate goals were presented clearly | ||
Challenge | CHA1 | Fu et al. (2009) | The challenge is adequate, neither too difficult nor too easy |
CHA2 | The game provides ‘‘hints” in text that help me overcome the challenges | ||
CHA3 | The game provides video or audio auxiliaries that help me overcome the challenges | ||
CHA4 | The difficulty of challenges increase as my skills improved | ||
Feedback | FB1 | I receive feedback on my progress in the game | |
FB2 | I receive immediate feedback on my actions | ||
FB3 | I am notified of new tasks immediately | ||
FB4 | I am notified of new events immediately | ||
FB5 | I receive information on my success (or failure) of intermediate goals immediately | ||
Immersion | IMM1 | I lost track of time while playing the VR application | |
IMM2 | I became very involved in the VR application forgetting about other things | ||
IMM3 | I was involved in the VR application to the extent that I lost track of time | ||
IMM4 | I forget about time passing while playing the game | ||
Adequacy of the learning contents/material | ADQ1 | Fokides et al. (2019) | The good organization of the content helped me to be confident that I would learn this material |
ADQ2 | I could relate the content of this game to things I have seen, done, or thought about in my own life | ||
Comprehension | COMP1 | Lee et al. (2010) | The VR application made the comprehension of the topic easier |
COMP2 | The VR application made the memorization of the topic easier | ||
Reflective thinking | RFL1 | Makransky and Petersen (2019) | The VR application enabled me to reflect on how I learned |
RFL2 | The VR application enabled me to link new knowledge with previous knowledge and experiences | ||
RFL3 | The VR application enabled me to become a better learner | ||
Interaction | INT1 | Bellur and Sundar (2017) | I had the impression that I could be active in the virtual environment |
INT2 | I felt that the objects in the VR application could almost be touched | ||
INT3 | I felt the objects in the VR application were aware of my presence | ||
INT4 | When interacting with the virtual objects, these interactions seemed like real ones |