WoS İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/8653
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Article Citation - WoS: 2Comparing Hand-Based and Controller-Based Interactions in Virtual Reality Learning: Effects on Presence and Interaction Performance(PeerJ Inc, 2025) Saran, MuratVirtual reality (VR) holds significant promise for enhancing science education by providing immersive and interactive learning experiences. However, the optimal interaction modality within educational VR environments remains an open question. This study investigates the impact of hand-based vs. controller-based interaction on sixth-grade students' sense of presence and interaction performance in a VR science laboratory simulation. Fifty-four sixth-grade students were randomly assigned to either a hand-based interaction group or a controller-based interaction group. Participants completed three interactive science experiments (solar system, electrical circuits, and force/energy) within a virtual laboratory environment designed to mimic their school's physical lab. Presence was assessed using a validated Turkish adaptation of the Presence Questionnaire (PQ), while interaction performance was evaluated using a structured observation form completed by a school teacher. Independent samples t-tests and Mann-Whitney U tests were used to compare the presence and performance scores between the groups. Supplementary analyses explored the effects of gender and prior VR experience. Contrary to expectations, no significant differences were found in either presence (t(49.4) = -0.01, p = 0.992) or interaction performance (t(52) = -1.30, p = 0.199) between the hand-based and controller-based interaction groups. Both interaction modalities yielded comparable levels of self-reported presence and observed performance. However, an unexpected finding emerged regarding performance. A supplementary analysis revealed a significant main effect of gender on performance scores (F(1, 50) = 4.844, p = 0.032), independent of interaction type. Specifically, males demonstrated significantly higher performance than females. This study suggests that, for sixth-grade students engaging in these specific VR science simulations, hand-based and controller-based interactions are equally effective in terms of fostering presence and supporting interaction performance. These findings have practical implications for the design and implementation of VR learning environments, particularly in resource-constrained settings where the reduced maintenance and hygiene concerns associated with hand-based interaction may be advantageous.Conference Object Citation - WoS: 24Citation - Scopus: 29Interactive Three-Dimensional Virtual Environment To Reduce the Public Speaking Anxiety Levels of Novice Software Engineers(inst Engineering Technology-iet, 2019) Yilmaz, M.; Gulec, U.; Yilmaz, A. E.; Isler, V.; O'Connor, R. V.; Clarke, P.; Nazligul, M. Denizci; Denizci Nazligul, M.Software engineering is a set of activities that rely not only on the technical tasks but also require abilities focused on social duties such as daily meetings and product introduction presentations. However, engineers may experience elevated levels of anxiety when required to present their work in an unfamiliar environment. More specifically, they may suffer from public speaking anxiety even though they are supposed to be effective in those social tasks as well as in their engineering activities. Fortunately, previous studies suggest that the virtual exposure intervention is an effective strategy to reduce public speaking anxiety. In this study, an interactive three-dimensional virtual environment similar to real classrooms and auditoriums was developed to examine whether this might decrease the anxiety levels of novice software engineers. To compare the traditional and virtual exposure intervention, the sample set was divided equally into two groups including one experimental group and one control group. For 4 weeks, the virtual exposure intervention was conducted in the experimental group, whereas the cognitive behaviour therapy-based psychoeducation was used in the control group. The findings from authors' study illustrate that the virtual exposure intervention may represent an alternative solution to the traditional interventions for software engineers seeking to overcome public presentation anxiety.