Slideshow of my paper presented at the International Conference on Computers in Education 2010

1. Designing a Desktop Virtual Reality-based Learning Environment with Emotional Consideration Kee-Man Chuah Chwen-Jen Chen Chee-SiongTeh Faculty of Cognitive Sciences and Human Development Universiti Malaysia Sarawak www.unimas.my

2. Background VR for educational purposes Compatible with constructivist principles supports experiential learning supports active learning allows learners to gain more control (Dickey, 2007; Hamada, 2008). Many variants of VR - Desktop-based VR is preferred in education - cost-effectiveness. VR is not instructional, but simply a technology.

4. E.g. degree of presence and cognitive load.

7. ID models addressing emotions in instructions:

8. FEASP(fear, envy, anger, sympathy and pleasure) by Astleitner (2000)

12. Originally for product/industrial design, which translate customers’ emotions to design solutions and concrete design parameters.

14. Methodology Design and Development of VR-based Learning Environment ViSTREET is used as a case Instructional Design - VRID Model (Chen, Toh & Wan, 2004)

15. Virtual Simulated Traffics for Road Safety Education (ViSTREET)

16. Methodology Kansei Evaluation Synthesized KE Framework

17. Methodology Kansei Evaluation Selection of Kansei Words Collected from pertinent literature (Astleitner, 2000; Cornelius, 1996; Kort et al., 2001) Determining/Selecting Design Elements

19. Sample specimens

21. Computer-literate

23. Navigational training

24. The 10 specimens were presented one by one to all participants on each of their computer screen

26. Results & Discussions Kansei Semantic Space Contribution ratio:

27. Results & Discussions Relationship between Design Element and Emotion Factor 1 Confident, curious, motivated, safe and satisfied Factor 2 Appealing, enjoyable, fun, interesting and lively

28. Results & Discussions the principles as proposed by Mayer (2002) directly affect the look and feel of the VR-based learning environment’s interface. consider a virtual environment as attractive if the image quality is high and vice versa (Villanueva et al., 2004)

31. Conclusion Important design elements that influence a specific emotion is revealed assist designers of desktop VR-based learning environment to decide what should and should not be emphasised.

32. Future Works a comparison of more than one VR-based learning environment comparative analysis on the identification of emotions. inclusion of individual differences (integrate the use of qualitative methods )

33. Thank You