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Understanding the affordance of 3D VLEs and its impact on interpersonal emotional connections
PROCEEDINGS

, Princeton University, United States ; , West Virginia University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study is to examine participant’s perception of co-presence as an affordance of three-dimensional virtual learning environments (3D VLEs) in developing interpersonal emotional connections with their partners during the initial stage of telecollaboration. To fulfill the purpose, two Japanese and two American students were paired and participated in sessions within two differently designed virtual environments using the same 3D virtual application. The results indicate that the participants tend to find avatars useful as a cue that helps in recalling previous conversations and in avoiding long silences. Additionally the affordance of the 3D VLEs heightened the experience of co-presence. However, for non-native speakers this experience also created increased anxiety. Finally, the results show the environmental affordance affected the participants much more strongly during the first several sessions but was mitigated by other factors as the sessions continued.

Citation

Matsui, H. & Ahern, T. (2015). Understanding the affordance of 3D VLEs and its impact on interpersonal emotional connections. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3343-3350). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

Keywords

Slides