Examples and functionality of various interfaces. Table 1 A Summary of VR applications in education. Table 2 JLo. INCSCUICIE ILYPULILC SCS The three critical factors of VR applications for motivating students’ learning are the intuitive interaction, the sense of physical imagi- nation, and the feeling of immersion. VR applications should aim to simulate reality as faithfully as possible (Stone, 2002). Sutcliffe and Gault (2004) stated that successful VR application should have the following characteristics: (a), natural engagement, interaction should approach the user’s expectation of interaction in the real world as far as possible. (b), natural expression of action. The representation of the imag- ination in the VR should allow users to act and explore in a natural manner and not restrict normal physical actions. (c), realistic feedback. The effect of the user’s actions on virtual world should be immediately visible and conform to the laws of physics and the user’s perceptual expectations. It means that realistic feedback provides effective interaction. (d), navigation and orientation support. The users should always be able to find where they are in the VR environment and return to known, preset positions. In other words, navigation and orientation Please cite this article in press as: Huang, H.-M., et al., Investigating learners’ attitudes toward virtual reality learning environments:. Computers & Education (2010), doi:10.1016/j.compedu.2010.05.014 Dimensions of measurements. Table 3 The mean, standard deviation, item-total correlations of VR from 1 which means “strongly disagree” to 7 which means “strongly agree”. Table 4 H*: hypothesis. Regression results of VR. Table 5 Fig. 2. Collaborative set up in a typical classroom setting. The instructor initiates a 3D-HOL server instance. The means, standard deviations of each question. Table 6 Constructivism applied in virtual reality learning.
