Δημήτριος Χαρίτος, Αναπληρωτής Καθηγητής, Τμήμα Επικοινωνίας και ΜΜΕ, Σχολή Οικονομικών και Πολιτικών Επιστημών, ΕΚΠΑ
The objective of this research is to examine how educational virtual environments can improve the comprehension and learning of freudian theory, not only in contrast to study by book, but also in combination with it. An educational virtual environment about the first freudian topographic theory is designed for this purpose. Two research questions and five research hypothesis emerge. Research questions are focused on how Psychoanalysis can be represented in an educational virtual environment, like physical sciences do, and how users evaluate their learning experience. Additionally, research hypotheses suggest the following. Firstly, users who are more familiar with virtual environments, or with Psychology studies, will have better performance in virtual environment. Secondly, the sequence of each material presentation will be crucial to learning outcomes. Thirdly, blended learning is the most successful learning method, and finally learning based on virtual environment will be more effective than learning based on book. A two step experimental laboratory research was conducted. The experimental design consist of two independent variables, the first one named “condition” has two levels –VR and book-, while the second one named “material presentation” has three levels –no presentation, presentation condition material, presentation others condition material-. In this experiment 20 individuals took part, among them 5 are males and 15 are females. In the first step, a structured interview guide was used to examine the research questions which were analyzed qualitatively. In the second step, one demographic and one comprehension questionnaire were given, which were analyzed quantitatively. The second questionnaire was given three times after each experimental manipulation. Qualitative analysis has shown that Psychoanalysis can be represented in educational virtual environments. Moreover, in majority, users evaluate positively their learning experience with virtual reality. Last but not least, statistical results have confirmed our most important hypothesis, that blended learning is the most effective method, while virtual environment has more success when compared to book as a single method.
Educational virtual environments, Blended learning, Psychology, Psychoanalysis, First Topographic Theory