Immersion’s Impact on Performance in a Spatial Reasoning Task
The present paper presents the results of a first experiment aimed at assessing if different levels of immersion can affect performance in a Spatial Perspective Taking (SPT) task. Since SPT is an embodied skill, the hypothesis was that the more immersive a tool is, the better the performance should be. Ninety-eight students from a local primary school have played with three different versions of a game: immersive using a Head Mounted Display, semi immersive played on a computer screen and non-immersive in which no movement was possible for the player. Results do not support the initial hypothesis: no significant impact from the immersion level has been found on performance.
The authors wish to thank the Istituto Comprensivo “Sampierdarena” for the participation in the project, the help and support of all the teachers and the school headmistress.
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