2017 Annual Conference of the Association of Collegiate Computing Services of Virginia, Portsmouth, VA, March 14-17, 2017
Immersive telepresence systems offer a new standard of high definition video, high resolution audio, life size displays, camera and microphone arrays that together create a new level of seamless video conferencing experiences. The result is a communication and learning environment that virtually recreates the immediacy of face-to-face group conversations. However, few quantitative research studies have been conducted to test the return on investment compared to the impact on students. This presentation presents the early findings of an experimental study that investigated the learning effectiveness and student perceptions of instructor credibility and immediacy. These results were compared to other online multimedia treatment groups, using the same content, instructor, and presentation slides. Analysis of Variance and post-hoc comparisons indicated several statistically significant differences between the Immersive TelePresence treatment group and the other presentation trials. The findings strongly suggest technology and instructional systems design best practices based on student preferences for multimedia environments. For instance, learners in the TelePresence treatment group were less likely to drop the course, felt they learned more, felt they did not have to work as hard to learn, and found the instructor more credible.
Original Publication Citation
Ramlatchan, M. (2017). Immersive telepresence and student perceptions of instructor credibility and immediacy. Paper presented at the 2017 Annual Conference of the Association of Collegiate Computing Services of Virginia, Portsmouth, VA, March 14-17, 2017.
Ramlatchan, Miguel, "Immersive Telepresence and Student Perceptions of Instructor Credibility and Immediacy" (2017). Distance Learning Faculty & Staff Publications. 8.