| 总结: | This study examined how desktop virtual reality (VR) enhances learning and not merely does desktop VR influence learning. Various relevant constructs and their measurement factors were identified to examine how desktop VR enhances learning and the fit of the hypothesized model was analyzed using structural equation modeling. The results supported the indirect effect of VR features to the learning outcomes, which was mediated by the interaction experience and the learning experience. Learning experience which was individually measured by the psychological factors, that is, presence, motivation, cognitive benefits, control and active learning, and reflective thinking took central stage in affecting the learning outcomes in the desktop VR-based learning environment. The moderating effect of student characteristics such as spatial ability and learning style was also examined. The results show instructional designers and VR software developers how to improve the learning effectiveness and further strengthen their desktop VR-based learning implementation. Through this research, an initial theoretical model of the determinants of learning effectiveness in a desktop VR-based learning environment is contributed. © 2010 Elsevier Ltd. All rights reserved.
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