DESIGNING A DESKTOP VIRTUAL REALITY-BASED LEARNING ENVIRONMENT WITH EMOTIONAL CONSIDERATION

Abstract

Many studies related to the use of virtual reality in education are focused on the cognitive aspects with little consideration given to the emotional domain. Thus, this study aims to identify the salient linkages between learners’ emotions and design elements of a desktop virtual reality-based learning environment by employing Kansei Engineering concepts. A courseware related to the teaching of road safety skills to young learners was designed and developed to be used as a case for the study. Ten specimens of the courseware, which highlights different design elements, were presented to 90 students from three randomly selected secondary schools. They were required to rate their feelings towards the specimens using the provided checklist that consists of 30 words related to emotions. The gathered data were then analysed using Principal Component Analysis and Partial Least Squares analysis. The results revealed that the most influential design elements in inducing positive emotions are environment richness and coaching. Ultimately, the uncovered linkages could be used to inform future design of emotionally sound desktop VR-learning environments.