Presentation 1: The Nexus Between VR Affordability, Cognition and VR Addiction: A Gaming Perspective (Full Paper #63)
Authors: Xuesong Zhai, Minjuan Wang, Rongting Zhou, Muhammad Azfar, Saba Saneinia, Intikhab Ahmad, Man Li and Fahad Asmi
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The problematic use of VR games has become increasingly severe among a large proportion of users. However, there is a lack of literature on VR game addiction. To understand the underlying mechanism of VR game addiction, the current study examines the formation process of addiction with a particular focus on the abilities of VR technology. For strong explanatory power in problematic information technology use, the current study uses the cognitive-behavioral model. this study used primary data and prepare results and implications. Results display that addictive behavior is determined by VR experiences (i.e.presence and flow experience) of VR games. In addition, these experiences are influenced by Mental Imagery (MI), VR Game Curiosity (VGC) and VR Affordance (VRF). We enhance the cognitive-behavioral model in the current context by identifying MI, VGC, and VRF as distal causes and perceived presence and flow experiences as proximal causes. The practical implications of preventing VR game addiction are also discussed in this research.
Presentation 2: An Immersive Virtual Reality Game Designed to Promote Learning Engagement and Flow (Short Paper #10)
Authors: Alec Bodzin, Robson Araujo Junior, Thomas Hammond and David Anastasio
>>Access Video Presentation<<An immersive game-based Virtual Reality (iVR) module for secondary students to learn about locations in their watershed with a primary focus on their city was designed and developed. A design model and associated theory that focuses on elements that lead to engagement and learning with iVR game-based experiences is described. A series of design principles that were used in the iVR environment are discussed. The iVR game was implemented in an urban school in the eastern USA with 54 economically disadvantaged adolescents ages 16-18 who typically are unengaged in traditional school-based learning environments. After game completion, the participants completed a 10-item survey measuring elements of flow and a 12-item survey designed to measure attitudes toward learning with VR games, immersion and presence. The findings revealed that all students experienced a flow state when they played the VR learning game. Almost all users (98.1%) had positive attitudes towards using the VR game. Student responses noted that they experienced high immersion and presence. In addition, students responded with favorable attitudes towards learning with iVR games in school environments.
