Paper Type
Complete
Paper Number
PACIS2025-1687
Description
Virtual reality holds distinctive potential in the domain of cultural heritage education by virtue of its immersive and interactive nature. However, the actual learning effect of virtual reality on cultural heritage has been reported to fall short of expectations, highlighting the necessity for further optimization of VR design. Drawing on the Cognitive Affective Model of Immersive Learning (CAMIL), this study investigates the influence of representational fidelity and learner interaction on spatial presence and social presence, which in turn affect existential authenticity, flow and subsequent perceived learning effectiveness. By conducting a 2 (representational fidelity: high and low) × 2 (learner interaction: high and low) between-subject experimental design, we examined the proposed model. The results demonstrate the important roles of representational fidelity and learner interaction in improving learning effectiveness of cultural heritage. This research offers valuable recommendations for promoting the greater advantages of VR in the field of cultural heritage education.
Recommended Citation
Jiang, Shangrong; Wang, Ying; and Sun, Yongqiang, "Exploring the Role of Virtual Reality in Cultural Heritage Education Based on the Cognitive Affective Model of Immersive Learning" (2025). PACIS 2025 Proceedings. 15.
https://aisel.aisnet.org/pacis2025/general_topic/general_topic/15
Exploring the Role of Virtual Reality in Cultural Heritage Education Based on the Cognitive Affective Model of Immersive Learning
Virtual reality holds distinctive potential in the domain of cultural heritage education by virtue of its immersive and interactive nature. However, the actual learning effect of virtual reality on cultural heritage has been reported to fall short of expectations, highlighting the necessity for further optimization of VR design. Drawing on the Cognitive Affective Model of Immersive Learning (CAMIL), this study investigates the influence of representational fidelity and learner interaction on spatial presence and social presence, which in turn affect existential authenticity, flow and subsequent perceived learning effectiveness. By conducting a 2 (representational fidelity: high and low) × 2 (learner interaction: high and low) between-subject experimental design, we examined the proposed model. The results demonstrate the important roles of representational fidelity and learner interaction in improving learning effectiveness of cultural heritage. This research offers valuable recommendations for promoting the greater advantages of VR in the field of cultural heritage education.
Comments
General