ArticlePeerJ. Computer science2020
Immersive virtual environments and embodied agents for e-learning applications.
Article in PeerJ. Computer science, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed, 34 citations in OpenAlex.
- Impact of a MOOC-Based Blended Learning Model on Performance, Satisfaction, and Perceptions in a Histology Course for Chinese Medical Students.Advances in medical education and practice · 2025Article
- Comparing hand-based and controller-based interactions in virtual reality learning: effects on presence and interaction performance.PeerJ. Computer science · 2025Article
- From literacy to learning: The sequential mediation of attitudes and enjoyment in AI-assisted EFL education.Heliyon · 2024Article
- The impact of advance organizers in virtual classrooms on the development of integrated science process skills.PeerJ. Computer science · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Massive Open Online Courses are a dominant force in remote-learning yet suffer from persisting problems stemming from lack of commitment and low completion rates. In this initial study we investigate how the use of immersive virtual environments for Power-Point based informational learning may benefit learners and mimic traditional lectures successfully. We examine the role of embodied agent tutors which are frequently implemented within virtual learning environments. We find similar performance on a bespoke knowledge test and metrics for motivation, satisfaction, and engagement by learners in both real and virtual environments, regardless of embodied agent tutor presence. Our results raise questions regarding the viability of using virtual environments for remote-learning paradigms, and we emphasise the need for further investigation to inform the design of effective remote-learning applications.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.