Towards Collaborative Learning in Virtual Reality: A Comparison of Co-Located Symmetric and Asymmetric Pair-Learning
Tobias Drey, Patrick Albus, Simon der Kinderen, Maximilian Milo, Thilo Segschneider, Linda Chanzab, Michael Rietzler, Tina Seufert, Enrico Rukzio
Abstract
Pair-learning is benefcial for learning outcome, motivation, and social presence, and so is virtual reality (VR) by increasing immersion, engagement, motivation, and interest of students. Nevertheless, there is a research gap if the benefts of pair-learning and VR can be combined. Furthermore, it is not clear which infuence it has if only one or both peers use VR. To investigate these aspects, we implemented two types of VR pair-learning systems, a symmetric system with both peers using VR and an asymmetric system with one using a tablet. In a user study (N=46), the symmetric system statistically signifcantly provided higher presence, immersion, player experience, and lower intrinsic cognitive load, which are all important for learning. Symmetric and asymmetric systems performed equally well regarding learning outcome, highlighting that both are valuable learning systems. We used these fndings to defne guidelines on how to design co-located VR pair-learning applications, including characteristics for symmetric and asymmetric systems.