Procedural learning in virtual environments and serious games

[1] 1. Gamberini, 1. Chittaro, A. Spagnolli, and C. Carlesso, "Psychological response

to an emergency in virtual reality: Effects of victim ethnicity and emergency type

on helping behavior and navigation," Computers in human behavior, vol. 48,

pp.104-113,2015.

[2] P. T. Chua, R. Crivella, B. Daly, N. Hu, R. Schaaf, D. Ventura, T. Camill, J. Hodgins,

and R. Pausch, "Training for physical tasks in virtual environments: Tai chi," in

Virtual Reality, 2003. Proceedings. IEEE, pp. 87-94, IEEE, 2003.

[3] H.-M. Huang, U. Rauch, and S.-S. Liaw, "Investigating learners' attitudes toward

virtual reality learning environments: Based on a constructivist approach," Computers

& Education, vol. 55, no. 3, pp. 1171-1182,2010.

[4] T. A. Mikropoulos and A. Natsis, "Educational virtual environments: A ten-year

review of empirical research (1999-2009) ," Computers & Education, vol. 56, no. 3,

pp. 769-780, 2011.

[5] W Winn, "A conceptual basis for educational applications of virtual reality,"

Technical Publication R-93-9, Human Interface Technology Laboratory of the

Washington Technology Center, Seattle: University of Washington, 1993.

[6] J. Piaget, The construction ofreality in the child, vol. 82. Routledge, 2013.

[7] C. R. Rogers, Learning to be free. Pacifica Tape Library, 1983.

[8] C. R. Rogers and H. 1. Freiberg, Freedom to learn. OH: Merrill Columbus, 1969.

[9] J. Dewey, Democracy and education. Courier Corporation, 2004.

[10] D. A. Kolb, Experiential learning: Experience as the source of learning and development.

FT press, 2014.

[11] 1. Vygotsky, "Interaction between learning and development," Readings on the

development ofchildren, vol. 23, no. 3, pp. 34-41,1978.

[12] J. R. Savery and T. M. Duffy, "Problem based learning: An instructional model

and its constructivist framework," Educational technology, vol. 35, no. 5, pp. 31-

38,1995.

[13] ?. E'"Mayer,. "Should there be a three-strikes rule against pure discovery learnmg?,

American psychologist, vol. 59, no. I, p. 14,2004.

[14] R. M. Banos, C. Botella, A. Garcia-Palacios, H. Villa, C. Perpifia, and M. Alcaniz,

"Presence and reality judgment in virtual environments: a unitary constructs,"

CyberPsychology & Behavior, vol. 3, no. 3, pp. 327-335, 2000.

(151 M. Usoh, E. Catena, S. Arman, and M. Slater, "Using presence questionnaires in

reality," Presence: Teleoperators and Virtual Environments, vol. 9, no. 5, pp. 497-

503,2000.

[16] Z. Pan, A. D. Cheok, H. Yang, J. Zhu, and J. Shi, "Virtual reality and mixed reality

for virtual learning environments," Computers & Graphics, vol. 30, no.T, pp. 20-

28,2006.

[17J E. Ye, Y. Fang, C. Liu, T. J. Chang, and H. Q. Dinh, ''Appalachian tycoon: an environmental

education game in second life," in Second Life Education Workshop

2007, p. 72, 2007.

[18] I. Machado, P. Brna, and A. Paiva, "Tell me a story," Virtual Reality, vol. 9, no. I,

pp. 34-48, 2005.

[19J A. Johnson, T. Moher, S. Ohlsson, and M. Gillingham, "The round earth projectcollaborative

VI for conceptual learning," IEEE Computer Graphics and Applications,

vol. 19, no. 6, pp. 60-69, 1999.

[20] M. Roussos, A. Johnson, T. Moher, J. Leigh, C. Vasilakis, and C. Barnes, "Learning

and building together in an immersive virtual world," Presence: Teleoperators

and Virtual Environments, vol. 8, no. 3, pp. 247-263,1999.

[21] H.-M. Huang, "Toward constructivism for adult learners in online learning environments,"

British]ournal ofEducational Technology, vol. 33, no. I, pp. 27-37,

2002.

[221 E. Van Wyk and R. De Villiers, "Virtual reality training applications for the mining

industry," in Proceedings of the 6th international conference on computer graphics,

virtual reality, visualisation and interaction in Africa, pp. 53-63, ACM, 2009.

[23] E. Van Wyk and R. De Villiers, "Usability context analysis for virtual reality training

in south african mines," in Proceedings of the 2008 annual research conference

of the South African Institute of Computer Scientists and Information Technologists

on IT research in developing countries: riding the wave of technology,

pp. 276-285, ACM, 2008.

[241 T. Cooper, "Nutrition game," in Proceedings of the Second Life education workshop,

pp. 47-50, Citeseer,2007.

[25] 1. Nelson, 1. Sadler, and G. Suttees. "Bringing problem based learning to life usingvirtual

reality," Nurse Education in Practice, vol. 5, no. 2, pp. 103-108,2005.

[26] J. R. Anderson, L. M. Reder, and H. A. Simon, "Situated learning and education,"

Educational researcher, vol. 25, no. 4, pp. 5-11,1996.

[27] M. E Young, "Instructional design for situated learning," Educational technology

research and development, vol. 41, no. 1, pp. 43-58,1993.

[28] M. Bricken, "Virtual reality learning environments: potentials and challenges,"

ACM SIGGRAPH Computer Graphics, vol. 25, no. 3, pp. 178-184, 1991.

[29] L. Chittaro and R. Ranon, "Web3d technologies in learning, education and training:

Motivations, issues, opportunities," Computers & Education, vol. 49, no. 1,

pp. 3-18, 2007.

[30] G. Hokanson, O. Borchert, B. M. Slator, J. Terpstra, J. T. Clark, L. M. Daniels, H. R.

Anderson, A. Bergstrom, T. A. Hanson, J. Reber, et al., "Studying native american

culture in an immersive virtual environment," in Advanced Learning Technologies,

2008. ICALT'08. Eighth IEEE International Conference on, pp. 788-792, IEEE,

2008.

[31] J. E. Brough, M. Schwartz, S. K. Gupta, D. K. Anand, R. Kavetsky, and R. Pettersen,

"Towards the development of a virtual environment-based training system for

mechanical assembly operations," Virtual Reality, vol. 11, no. 4, pp. 189-206,

2007.

[32] M. Roussou, M. Oliver, and M. Slater, "The virtual playground: an educational

virtual reality environment for evaluating interactivity and conceptual learning,"

Virtual reality, vol. 10, no. 3-4, pp. 227-240, 2006.

[33] A. Pasqualotti and C. M. d. S. Freitas, "MAT3D: a virtual reality modeling language

environment for the teaching and learning of mathematics," CyberPsychology

& Behavior, vol. 5, no. 5, pp. 409-422, 2002.

[34] J. K. Crosier, S. V. Cobb, and J. R. Wilson, "Experimental comparison of virtual

reality with traditional teaching methods for teaching radioactivity," Education

and Information Technologies, vol. 5, no. 4, pp. 329-343, 2000.

[35] C. Dede, M. C. Salzman, R. B. Loftin, and D. Sprague, "Multisensory immersion

as a modeling environment for learning complex scientific concepts," in Modeling

and simulation in science and mathematics education, pp. 282-319, Springer,

1999.

[36] A. M. Kontogeorgiou, J. Bellou, and T. A. Mikropoulos, "Being inside the quantum

atom.," PsychNologyJournal, vol. 6, no. 1, pp. 83-98, 2008.

[37] M. Limniou, D. Roberts, and N. Papadopoulos, "Full immersive virtual environment

cave tm in chemistry education," Computers & Education, vol. 51, no. 2,

pp.584-593,2008.

[38] C.-H. Chen, J.-C. Yang, S. Shen, and M.-C. Ieng, "A desktop virtual reality earth

motion system in astronomy education," Educational Technology & Society,

voL 10, no. 3, pp. 289-304, 2007.

[39] J. Wu, E. Mattingly, and P. Kraemer, "Communication in virtual environments:

The influence of spatial cues and gender on verbal behavior," Computers in Human

Behavior, vol. 52, pp. 59-64, 2015.

[40] S. A. Barab, T. D. Sadler, C. Heiselt, D. Hickey, and S. Zuiker, "Relating narrative,

inquiry, and inscriptions: Supporting consequential play," Journal ofscience education

and technology, vol. 16, no. 1, pp. 59-82, 2007.

[41] H. Tuzun, M. Yilmaz-Soylu, T. Karakus, Y. lnal, and G. Kizilkaya, "The effects of

computer games on primary school students' achievement and motivation in

geography learning," Computers & Education, vol. 52, no. 1, pp. 68-77, 2009.

[42] N. Adamo-Villani and R. B. Wilbur, "Effects of platform (immersive versus nonimmersive)

on usability and enjoyment of a virtual learning environment for

deaf and hearing children," in Proc. ofEGVE, 2008.

[43] P. Marshall, Y. Rogers, and M. Scaife, "Puppet: playing and learning in a virtual

world," InternationalJournal ofContinuingEngineeringEducation and Life Long

Learning, vol. 14, no. 6, pp. 519-531, 2004.

[44] T. A. Mikropoulos and V Strouboulis, "Factors that influence presence in educational

virtual environments," CyberPsychology & Behavior, vol. 7, no. 5, pp. 582-

591,2004.

[45] B. C. Nelson and D. J. Ketelhut, "Exploring embedded guidance and selfefficacy

in educational multi-user virtual environments," International Journal

of Computer-Supported Collaborative Learning, vol. 3, no. 4, pp. 413-427, 2008.

[46] B. C. Nelson, "Exploring the use of individualized, reflective guidance in an educational

multi-user virtual environment," Journal ofScience Education and Technology,

vol. 16, no.T, pp. 83-97, 2007.

[47] D. J. Ketelhut, "The impact of student self-efficacy on scientific inquiry skills: An

exploratory investigation in river city, a multi-user virtual environment," Journal

ofScience Education and Technology, vol. 16, no. 1, pp. 99-111, 2007.

[48] R. Zajtchuk and R. M. Satava, "Medical applications of virtual reality," Communications

ofthe ACM, vol. 40, no. 9, pp. 63-64,1997.

M. Bajka, S. Tuchschmid, M. Streich, D. Fink, G. Szekely, and M. Harders, "Evaluation

of a new virtual-reality training simulator for hysteroscopy," Surgical endoscopy,

vol. 23, no. 9, p. 2026, 2009.

[50] J. N. Howell, R. R. Conatser, R. 1. Williams, J. M. Burns, and D. C. Eland, "The virtual

haptic back: a simulation for training in palpatory diagnosis," BMC medical

education, vol. 8, no. 1, p. 14,2008.

[51] K. Tanoue, S. Ieiri, K. Konishi, T. Yasunaga, K. Okazaki, S. Yamaguchi, D. Yoshida,

Y. Kakeji, and M. Hashizume, "Effectiveness of endoscopic surgery training for

medical students using a virtual reality simulator versus a box trainer: a randomized

controlled trial," Surgical endoscopy, vol. 22, no. 4, pp. 985-990, 2008.

[52] J. Holmes, "Designing agents to support learning by explaining," Computers &

Education, vol. 48, no. 4, pp. 523-547, 2007.

[53] J. Steuer, "Defining virtual reality: Dimensions determining telepresence," Journal

ofcommunication, vol. 42, no. 4, pp. 73-93, 1992.

[54] G. C. Burdea and P. Coiffet, Virtual reality technology, vol. 1. John Wiley & Sons,

2003.

[55] J. Caird, "Persistent issues in the application of virtual environment systems to

training," in Human Interaction with Complex Systems, 1996. HICS'96. Proceedings.,

ThirdAnnual Symposium on, pp. 124-132, IEEE, 1996.

[56] M. Chessa, G. Maiello, A. Borsari, and P. J. Bex, "The perceptual quality of the

oculus rift for immersive virtual reality," Human-Computer Interaction, pp. 1-

32,2016.

[57] C. Cruz-Neira, D. J. Sandin, and T. A. DeFanti, "Surround-screen projectionbased

virtual reality: the design and implementation of the cave," in Proceedings

of the 20th annual conference on Computer graphics and interactive techniques,

pp. 135-142, ACM, 1993.

[58] M. P. McCreery, P. Schrader, S. K. Krach, and R. Boone, "A sense of self: The role of

presence in virtual environments," Computers in Human Behavior, vol. 29, no. 4,

pp.1635-1640,2013.

[59] M. Slater, "How colorful was your day? why questionnaires cannot assess presence

in virtual environments," Presence: Teleoperators and Virtual Environments,

vol. 13, no. 4, pp. 484-493, 2004.

[60] M. Slater, "Place illusion and plausibility can lead to realistic behaviour in immersive

virtual environments," Philosophical Transactions ofthe Royal Society of

London B: Biological Sciences, vol. 364, no. 1535, pp. 3549-3557, 2009.

[61] M. V. Sanchez-Vives and M. Slater, "From presence to consciousness through

virtual reality," Nat Rev Neurosci, vol. 6, no. 4, pp. 332-339, 2005.

[62] H. S. Wallach, M. P. Safir, and I. Almog, "Attachment and sense of presence in a

virtual environment," Virtual reality, vol. 13, no. 3, pp. 205-217, 2009.

[63] M. P. McCreery, S. K. Krach, P. Schrader, and R. Boone, "Defining the virtual self:

Personality, behavior, and the psychology of embodiment," Computers in Human

Behavior, vol. 28, no. 3, pp. 976-983, 2012.

[64] M. Slater and S. Wilbur, "A framework for immersive virtual environments (five):

Speculations on the role of presence in virtual environments," Presence: Teleoperators

and virtual environments, vol. 6, no. 6, pp. 603-616,1997.

[65] H. L. Miller and N. L. Bugnariu, "Level of immersion in virtual environments

impacts the ability to assess and teach social skills in autism spectrum disorder,"

Cyberpsychology, Behavior, and Social Networking, vol. 19, no. 4, pp. 246-256,

2016.

[66] K. Mania and A. Chalmers, "The effects of levels of immersion on memory and

presence in virtual environments: A reality centered approach," Cyberl'sychology

& Behavior, vol. 4, no. 2, pp. 247-264, 2001.

[67] U. Yang and G. J. Kim, "Implementation and evaluation of "just follow me": an

immersive, VI-based, motion-training system," Presence: Teleoperators and Virtual

Environments, vol. 11, no. 3, pp. 304-323, 2002.

[68] R. A. Ruddle, S. J. Payne, and D. M. Jones, "The effects of maps on navigation

and search strategies in very-large-scale virtual environments.," Journal of Experimental

Psychology: Applied, vol. 5, no. I, p. 54,1999.

[69] L. Chittaro and R. Ranon, "Serious games for training occupants of a building in

personal fire safety skills," in Games and Virtual Worldsfor Serious Applications,

2009. VS-GAMES'09. Conference in, pp. 76-83, IEEE, 2009.

P. Henry, C. Vollmer, B. Ferris, and D. Fox, "Learning to navigate through crowded

environments," in Robotics and Automation ([CRA), 2010 IEEE International

Conference on, pp. 981-986, IEEE, 2010.

J. Sanchez, M. Saenz, A. Pascual-Leone, and L. Merabet, "Navigation for the blind

through audio-based virtual environments," in CHI'lO Extended Abstracts on Human

Factors in Computing Systems, pp. 3409-3414, ACM, 2010.

R. A. Ruddle, S. J. Payne, and D. M. Jones, "Navigating large-scale virtual environments:

What differences occur between helmet-mounted and desk-top displays?,"

Presence: Teleoperators and Virtual Environments, vol. 8, no. 2, pp. 157-

168,1999.

D. Waller, "The WALKABOUT: Using virtual environments to assess large-scale

spatial abilities," Computers in human behavior, vol. 21, no. 2, pp. 243-253, 2005.

R. A. Ruddle, S. J. Payne, and D. M. Jones, "Navigating buildings in" desk-top"

virtual environments: Experimental investigations using extended navigational

experience.," Journal of Experimental Psychology: Applied, vol. 3, no. 2, p. 143,

1997.

[75] L. Castelli, L. L. Corazzini, and G. C. Geminiani, "Spatial navigation in large-scale

virtual environments: Gender differences in survey tasks," Computers in Human

behavior, vol. 24, no. 4, pp. 1643-1667,2008.

[76] A. E. Richardson, M. E. Powers, and L. G. Bousquet, "Video game experience predicts

virtual, but not real navigation performance," Computers in Human Behavior,

vol. 27, no. 1, pp. 552-560, 2011.

[77] T. T. Brunye, A. Gardony, C. R. Mahoney, and H. A. Taylor, "Going to town: Visualized

perspectives and navigation through virtual environments," Computers in

Human Behavior, vol. 28, no. 1, pp. 257-266, 2012.

[78] P. Jansen-Osmann, "Using desktop virtual environments to investigate the role

of landmarks," Computers in Human behavior, vol. 18, no. 4, pp. 427-436, 2002.

[79] D. R. Michael and S. L. Chen, Serious games: Games that educate, train, and inform.

Muska & Lipman/Premier-Trade, 2005.

[80] M. Agogue, K. Levillain, and S. Hooge, "Gamification of creativity: Exploring the

usefulness of serious games for ideation," Creativity and Innovation Management,

vol. 24, no. 3, pp. 415-429, 2015.

[81] T. M. Fleming, L. Bavin, K. Stasiak, E. Hermansson-Webb, S. N. Merry, C. Cheek,

M. Lucassen, H. M. Lau, B. Pollmuller, and S. Hetrick, "serious games and gamification

for mental health: current status and promising directions," Frontiers in

Psychiatry, vol. 7, 2016.

[82] B. Gros, "Digital games in education: The design of games-based learning environments,"

Journal of research on technology in education, vol. 40, no. 1, pp. 23-

38,2007.

[83] K. Seaborn and D. I. Fels, "Gamification in theory and action: A survey," International

Iournal ofHuman-Computer Studies, vol. 74, pp. 14-31,2015.

[84] M. J. Dondlinger, "Educational video game design: A review of the literature,"

Journal ofapplied educational technology, vol. 4, no. 1, pp. 21-31, 2007.

[85] E. Boyle, T. M. Connolly, and T. Hainey, "The role of psychology in understanding

the impact of computer games," Entertainment Computing, vol. 2, no. 2, pp. 69-

74,2011.

[86] M. Muratet, P. Torguet, I.-P. Jessel, and E Viallet, "Towards a serious game to

help students learn computer programming," Intemational Iournal ofComputer

Games Technology, vol. 2009, p. 3, 2009.

[87] C. S. Green and D. Bavelier, "Enumeration versus multiple object tracking: The

case of action video game players," Cognition, vol. 101, no. 1, pp. 217-245, 2006.

[88] K. Durkin and B. Barber, "Not so doomed: Computer game play and positive

adolescent development," Journal ofapplied developmental psychology, vol. 23,

no.4,pp.373-392,2002.

[89] S. Deterding, D. Dixon, R. Khaled, and 1. Nacke, "From game design elements

to gamefulness: defining gamification," in Proceedings ofthe 15th international

academic MindTrek conference: Envisioning future media environments, pp. 9-

15,ACM,2011.

[90] I. Boughzala and H. Michel, "Introduction to the serious games, gamification

and innovation minitrack," in System Sciences (HICSS), 2016 49th Hawaii International

Conference on, pp. 817-817, IEEE, 2016.

[91] S. Arnab, K. Brown, S. Clarke, I. Dunwell, T. Lim, N. Suttie, S. Louchart, M. Hendrix,

and S. De Freitas, "The development approach of a pedagogically-driven

serious game to support relationship and sex education (rse) within a classroom

setting," Computers & Education, vol. 69, pp. 15-30,2013.

[92] F. Xu, D. Buhalis, and J. Weber, "Serious games and the gamification of tourism,"

Tourism Management, vol. 60, pp. 244-256, 2017.

[93] J. Hamari and J. Tuunanen, "Player types: A meta-synthesis," Transactions of the

Digital Games Research Association, vol. 1, no. 2, 2014.

[94] D. Johnson, E. Horton, R. Mulcahy, and M. Foth, "Garnification and serious

games within the domain of domestic energy consumption: A systematic review,"

Renewable and Sustainable Energy Reviews, vol. 73, pp. 249-264, 2017.

[95] S. Nicholson, ''A recipe for meaningful gamification," in Gamification in education

and business, pp. 1-20, Springer, 2015.

[96] O. Pedreira, F. Garcia, N. Brisaboa, and M. Piattini, "Gamification in software

engineering-a systematic mapping," Information and Software Technology,

vol. 57, pp. 157-168,2015.

D. J. Shernoff, M. Csikszentmihalyi, B. Shneider, and E. S. Shernoff, "Student engagement

in high school classrooms from the perspective of flow theory.," School

Psychology Quarterly, vol. 18, no. 2, p. 158, 2003.

D. 6. Broin, "Using a criteria-based user model for facilitating flow in serious

games," in Games and Virtual Worldsfor Serious Applications (VS-GAMES), 2011

Third International Conference on, pp. 63-69, IEEE, 2011.

J. Hamari, D. J. Shernoff, E. Rowe, B. Coller, J. Asbell-Clarke, and T. Edwards,

"Challenging games help students learn: An empirical study on engageme.nt,

flow and immersion in game-based learning," Computers in Human Behavior,

vol. 54, pp. 170-179,2016.

[100] R. Hunicke, M. LeBlanc, and R. Zubek, "Mda: A formal approach to game design

and game research," in Proceedings 0/the AAAI Workshop on Challenges in Game

AL vol. 4, 2004.

[101] C. Botella, J. Breton-Lopez, S. Quero, R. M. Banos, A. Garcia-Palacios, I. Zaragoza,

and M. Alcaniz; "Treating cockroach phobia using a serious game on a mobile

phone and augmented reality exposure: A single case study," Computers in Human

Behavior, vol. 27, no. I, pp. 217-227, 2011.

[102] V. Guillen-Nieto and M. Aleson-Carbonell, "Serious games and learning effectiveness:

The case of it's a deall," Computers & Education, vol. 58, no. I, pp. 435-

448,2012.

[103] M. Bakhuys Roozeboorn, G. Visschedijk, and E. Oprins, "The effectiveness of

three serious games measuring generic learning features," British Journal 0/Educational

Technology, 2015.

[104] L. ChanLin, "Formats and prior knowledge on learning in a computer-based lesson,"

Journal ofComputerAssisted Learning, vol. 17, no. 4, pp. 409-419, 2001.

[105] J. Stanley and T. Willlamson, "Knowing how," The Journal 0/Philosophy, vol. 98,

no.8,pp.411-444,2001.

[106] T. Refeng, "Knowing that, knowing how, and knowing to do," Frontiers ofPhilosophy

in China, vol. 6, no. 3, pp. 426-442, 2011.

[107] F. Garner, C. Hoareau, and J. Tisseau, "Evaluation of procedural learning transfer

from a virtual environment to a real situation: a case study on tank maintenance

training," Ergonomics, vol. 57, no. 6, pp. 828-843, 2014.

[108] M. Iou and J. Wang, "Investigation of effects of virtual reality environments

on learning performance of technical skills," Computers in Human Behavior,

vol. 29, no. 2, pp. 433-438, 2013.

[109] R. Kallstrom, H. Hjertberg, and J. Svanvik, "Construct validity of a full procedure,

virtual reality, real-time, simulation model for training in transurethral resection

of the prostate," Journal ojendourology, vol. 24, no. I, pp. 109-115,2010.

[110] R. E. Rhodes, J. Kopecky, N. Bos, J. McKneely, A. Gertner, F. Zarornb, A. Perrone,

and J. Spitaletta, "Teaching decision making with serious games," Games and

Culture, vol. 12, no. 3, pp. 233-251, 2017.

[Ill] R. M. Hulteen, N. D. Ridgers, T. M. Johnson, R. R. Mellecker, and L. M. Barnett,

"Children's movement skills when playing active video games," Perceptual and

motor skills, vol. 121, no. 3, pp. 767-790, 2015.

[112] B. J. Adams, F. Margaron, and B. J. Kaplan, "Comparing video games and laparoscopic

simulators in the development of laparoscopic skills in surgical residents,"

Journal ofsurgical education, vol. 69, no. 6, pp. 714-717, 2012.

[113] D. A. Huffaker and S. L. Calvert, "The new science of learning: Active learning,

metacognition, and transfer of knowledge in e-learning applications," Journal of

Educational Computing Research, vol. 29, no. 3, pp. 325-334, 2003.

[114] C. Bossard, G. Kermarrec, C. Buche, and 1. Tisseau, "Transfer of learning in virtual

environments: a new challenger," Virtual Reality, vol. 12, no. 3, pp. 151-161,

2008.

[115] J. Bertram, J. Moskaliuk, and U. Cress, "Virtual training: Making reality work?,"

Computers in Human Behavior, vol. 43, pp. 284-292, 2015.

[116] 1. Tirp, C. Steingrover, N. Wattie, J. Baker, and J. Schorer, "Virtual realities as optimal

learning environments in sport-a transfer study of virtual and real dart

throwing," Psychological Test and Assessment Modeling, vol. 57, no. 1, p. 57, 2015.

[117] c. B. de Mello Monteiro, T. Massetti, T. D. da Silva, J. van der Kamp, L. C. de Abreu,

C. Leone, and G. J. Savelsbergh, "Transfer of motor learning from virtual to natural

environments in individuals with cerebral palsy," Research in developmental

disabilities, vol. 35, no. 10, pp. 2430-2437, 2014.

[118] J. Parong, R. E. Mayer, L. Fiorella, A. MacNamara, B. D. Homer, and J. L. Plass,

"Learning executive function skills by playing focused video games," Contemporary

Educational Psychology, vol. 51, pp. 141-151,2017.

[119] R. Rosas, M. Nussbaum, P. Cumsille, V. Marianov, M. Correa, P. Flores, V. Grau,

F. Lagos, X. Lopez, V. L6pez, et al., "Beyond nintendo: design and assessment

of educational video games for first and second grade students," Computers &

Education, vol. 40, no. 1, pp. 71-94, 2003.

[120] A. DomiNguez, J. Saenz-De-Navarrete, L. De-Marcos, L. Femabldez-Sanz.

C. Pages, and J.-J. Martilvez-Herralz, "Gamifying learning experiences: Practical

implications and outcomes," Computers & Education, vol. 63, pp. 380-392,

2013.

[121] C. Beedie, P. Terry, and A. Lane, "Distinctions between emotion and mood," Cognition

& Emotion, vol. 19, no. 6, pp. 847-878, 2005.

[122] J. Rottenberg, "Mood and emotion in major depression," Current Directions in

Psychological Science, vol. 14, no. 3, pp. 167-170,2005.

[123] A. M. Lane and P. C. Terry, "The nature of mood: Development of a conceptual

model with a focus on depression," Journal of applied sport psychology, vol. 12,

no. 1, pp. 16-33,2000.

[124] D. Zillmann, "Mood management through communication choices," American

Behavioral Scientist, vol. 31, no. 3, pp. 327-340, 1988.

[125] J. Breuer and G. Bente, "Why so serious? on the relation of serious games and

learning," Iournalfor Computer Game Culture, vol. 4, pp. 7-24, 2010.

[126] C. M. Hettena and B. L. Ballif, "Effects of mood on learning.," Journal ofEducational

Psychology, vol. 73, no. 4, p. 505, 1981.

[127] R. Opengart, "Emotional intelligence and emotion work: Examining constructs

from an interdisciplinary framework," Human Resource Development Review,

vol. 4, no. 1, pp. 49-62, 2005.

[128] B. Shuck, C. Albornoz, and M. Winberg, "Emotions and their effect on adult

learning: A constructivist perspective," in Proceedings of the Sixth Annual College

ofEducation Research Conference: Urban and International Education Section

(S. M. Nielsen and M. S. Plakhotnik, eds.), (Miami), pp. 108-113), Florida

International University, 2007.

[129] J. M. Dirkx, "The power of feelings: Emotion, imagination, and the construction

of meaning in adult learning," New directions for adult and continuing education,

vol. 2001, no. 89, pp. 63-72, 2001.

[130] J. E. Zull, The art ofchanging the brain: Enriching teaching by exploring the biology

of learning. Stylus Publishing, LLC., 2002.

[131] B. D. Perry, "Fear and learning: Trauma-related factors in the adult education

process," New Directions for Adult and Continuing Education, vol. 2006, no. 110,

pp. 21-27, 2006.

[132] B. L. Fredrickson and C. Branigan, "Positive emotions broaden the scope of attention

and thought-action repertoires," Cognition & emotion, vol. 19, no. 3,

pp. 313-332, 2005.

[133] S. Brand and K. Opwis, "Effects of mood and problem solving in dyads on transfer,"

Swiss journal ofpsychology, vol. 66, no. 1, pp. 51-65, 2007.

[134] T. W. Liew and T. Su-Mae, "The effects of positive and negative mood on cognition

and motivation in multimedia learning environment," Journal ofEducational

Technology & Society, vol. 19, no. 2, p. 104,2016.

[135] J. Bertels, C. Demoulin, A. Franco, and A. Destrebecqz, "Side effects of being

blue: influence of sad mood on visual statistical learning," PloS one, vol. 8, no. 3,

p. e59832, 20l3.

[136] M. Rinck, U. Glowalla, and K. Schneider, "Mood-congruent and moodincongruent

learning," Memory & cognition, vol. 20, no. 1, pp. 29-39, 1992.

[137] c. Dormann and R. Biddle, "Humor and computer games: Play, laugh, and

more-a review," Simulation & gaming, 2009.

[138] J. Iansz, "The emotional appeal of violent video games for adolescent males,"

Communication theory, vol. 15, no. 3, pp. 219-241, 2005.

[139] E. Brox, L. Fernandez-Luque, T. Tellefsen, et al., "Healthy gaming-video game

design to promote health," Applied clinical informatics, vol. 2, no. 2, pp. 128-142,

2011.

[140] A. Mitchell and C. Savill-Smith, The use ofcomputer and video gamesfor learning:

A review of the literature. Learning and Skills Development Agency, 2004.

[141] Y. Tazawa, A. V. Soukalo, K. Okada, and G. Takada, "Excessive playing of home

computer games by children presenting unexplained symptoms," The Journal of

pediatrics, vol. l30, no. 6,pp. 1010-1011, 1997.

[142] N. Vee, "Motivations for play in online games," CyberPsychology & behavior,

vol. 9, no. 6, pp. 772-775, 2006.

[143] T. Susi, M. Johannesson, and P. Backlund, "Serious games: An overview," 2007.

[144] F. Fernandez-Aranda, S. Jimenez-Murcia, J. J. Santamaria, K. Gunnard, A. Soto,

E. Kalapanidas, R G. Bults, C. Davarakis, T. Ganchev, R Granero, et al., "Video

games as a complementary therapy tool in mental disorders: Playmancer, a european

multicentre study," Journal ofMental Health, vol. 21, no. 4, pp. 364-374,

2012.

[145] L. Nacke, A. Drachen, and S. Gobel, "Methods for evaluating gameplay experience

in a serious gaming context," International Journal of Computer Science in

Sport, vol. 9, no. 2, pp. 1-12,2010.

[146] S. Franceschini, S. Gori, M. Ruffino, S. Viola, M. Molteni, and A. Facoetti, "Action

video games make dyslexic children read better," Current Biology, vol. 23, no. 6,

pp. 462-466, 2013.

[147] P. Sweetser and P. Wyeth, "GameFlow: a model for evaluating player enjoyment

in games," Computers in Entertainment (CIE), vol. 3, no. 3, pp. 3-3, 2005.

[148] F.-L. Fu, R-C. Su, and S.-C. Yu, "EGameFlow: A scale to measure learners' enjoyment

of e-learning games," Computers & Education, vol. 52, no. 1, pp. 101-112,

2009.

[149] N. F. Gould, M. K. Holmes, F. Bryan D, D. A. Luckenbaugh, D. S. Pine, T. D. Gould,

N. Burgess, H. K. Manji, and C. A. Zarate, "Performance on a virtual reality spatial

memory navigation task in depressed patients," American Journal ofPsychiatry,

vol. 164, no. 3, pp. 516-519, 2007.

[150] S. Ainsworth, "The functions of multiple representations," Computers & education,

vol. 33, no. 2, pp. 131-152, 1999.

[151] S. Ainsworth, "Deft: A conceptual framework for considering learning with multiple

representations," Learning and instruction, vol. 16, no. 3, pp. 183-198,2006.

[152] S. Lohner, W. R. van Ioolingen, E. R. Savelsbergh, and B. van Hout-Wolters, "Students'

reasoning during modeling in an inquiry learning environment," Computers

in Human Behavior, vol. 21, no. 3, pp. 441-461, 2005.

[153] K. Stenning, R. Cox, and J. Oberlander, "Contrasting the cognitive effects of

graphical and sentential logic teaching: reasoning, representation and individual

differences," Language and Cognitive Processes, vol. 10, no. 3-4, pp. 333-354,

1995.

[154] W. Schnotz, "Commentary: Towards an integrated view of learning from text and

visual displays," Educational psychology review, vol. 14, no. 1, pp. 101-120,2002.

[155] E Mashhadi and G. Iamalifar, "Second language vocabulary learning through

visual and textual representation," Procedia-Social and Behavioral Sciences,

vol. 192, pp. 298-307, 2015.

[156] I. Tapiero, "The construction and updating of a spatial mental model from text

and map: Effect of imagery and anchor," Multimedia learning: Cognitive and

instructional Issues, pp. 45-57, 2001.

[157] S. Webb and A. C. Chang, "Second language vocabulary learning through extensive

reading with audio support: How do frequency and distribution of occurrence

affect learning?," Language Teaching Research, vol. 19, no. 6, pp. 667-686,

2015.

[158] J. D. de Oliveira Neto, W. D. Huang, and N. C. de Azevedo Melli, "Online learning:

audio or texts," Educational Technology Research and Development, vol. 63, no. 4,

pp. 555-573, 2015.

[159] A. M. Johnson, K. R. Butcher, G. Ozogul, and M. Reisslein, "Learning from abstract

and contextualized representations: The effect of verbal guidance," Computers

in Human Behavior, vol. 29, no. 6, pp. 2239-2247, 2013.

[160] M. G. Katz, S. Kripalani, and B. D. Weiss, "Use of pictorial aids in medication instructions:

a review of the literature," American Journal of Health-System Pharmacy,

vol. 63, no. 23, pp. 2391-2398, 2006.

[161] J. H. Larkin and H. A. Simon, "Why a diagram is (sometimes) worth ten thousand

words," Cognitive science, vol. 11, no. 1, pp. 65-100,1987.

[162] S. Ainsworth and A. T. Loizou, "The effects of self-explaining when learning with

text or diagrams," Cognitive science, vol. 27, no. 4, pp. 669-681, 2003.

[163] A. D. Ritzhaupt and W. A. Kealy, "On the utility of pictorial feedback in computerbased

learning environments," Computers in Human Behavior, vol. 48, pp. 525-

534,2015.

[164] M. Glaser and S. Schwan, "Explaining pictures: How verbal cues influence

processing of pictorial learning material.," Journal of Educational Psychology,

vol. 107, no. 4, p. 1006,2015.

[165] J. Stoszkowski and D. Collins, "Communities of practice, social learning and networks:

Exploiting the social side of coach development," Sport, education and

society, vol. 19, no. 6, pp. 773-788, 2014.

[166] M. R. Drake, "Learning to coach in practice-based teacher education: A selfstudy,"

Studying Teacher Education, vol. 12, no. 3, pp. 244-266,2016.

[167] R. Gallimore, W. Gilbert, and S. Nater, "Reflective practice and ongoing learning:

a coach's l O-year journey," Reflective Practice, vol. 15, no. 2, pp. 268-288, 2014.

[168] W. Gilbert, R. Gallimore, and P. Trudel, "A learning community approach to coach

development in youth sport," Journal of coaching education, vol. 2, no. 2, pp. 3-

23,2009.

[169] D. A. Schon, Educating the reflective practitioner: Toward a new design for teaching

and learning in the professions. Iossey-Bass, 1987.

[170] A. Smith, "Learning about reflection," Journal ofAdvanced Nursing, vol. 28, no. 4,

pp.891-898,1998.

[171] D. N. M. Lew and H. G. Schmidt, "Writing to learn: can reflection journals be

used to promote self-reflection and learning?," Higher Education Research & Development,

vol. 30, no. 4, pp. 519-532, 2011.

[172] R. Brown, R. Waring, and S. Donkaewbua, "Incidental vocabulary acquisition

from reading, reading-while-listening, and listening to stories," Reading in ajoreign

language, vol. 20, no. 2, p. 136, 2008.

[173] S. Webb and A. C. Chang, "Vocabulary learning through assisted and unassisted

repeated reading," Canadian Modern Language Review, vol. 68, no. 3, pp. 267-

290,2012.

[174] S. Kalyuga, "When using sound with a text or picture is not beneficial for learning,"

Australasian Journal ofEducational Technology, vol. 16, no. 2, 2000.

[175] S. Ainsworth, P. Bibby, and D. Wood, "Examining the effects of different multiple

representational systems in learning primary mathematics," The Journal of the

Learning Sciences, vol. 11, no. 1, pp. 25-61, 2002. .

[176] A. Ardila, M. Rosselli, E. Matute, and O. Inozemtseva, "Gender differences in cognitive

development.," Developmental psychology, vol. 47, no. 4, p. 984, 2011.

[177] W. w. K. Ma and A. H. K. Yuen, "Gender differences of knowledge sharing in

online learning environment," in International Conference on Hybrid Learning,

pp. 116-128, Springer, 2011.

[178] w. Wei, H. Lu, H. Zhao, C. Chen, Q. Dong, and X. Zhou, "Gender differences

in children's arithmetic performance are accounted for by gender differences in

language abilities," Psychological science, vol. 23, no. 3, pp. 320-330, 2012.

[179] M. Kaushanskaya, V. Marian, and J. Yoo, "Gender differences in adult word learning,"

Acta psychologica, vol. 137, no. 1, pp. 24-35, 2011.

[180] S. Severiens and G. Dam, "A multilevel meta-analysis of gender differences in

learning orientations," British Journal of Educational Psychology, vol. 68, no. 4,

pp.595-608,1998.

[181] E. A. Wehrwein, H. 1. Lujan, and S. E. DiCarlo, "Gender differences in learning

style preferences among undergraduate physiology students," Advances in physiology

education, vol. 31, no. 2, pp. 153-157,2007.

[182] K. Moll, S. Kunze, N. Neuhoff, J. Bruder, and G. Schulte-Korne, "Specific learning

disorder: prevalence and gender differences," PLoS one, vol. 9, no. 7, p. e103537,

2014.

[183] E. Diniz, 1. da Rosa Piccolo, M. C. P. de Paula Couto, 1. E Salles, and S. Helena

Koller, "Influences of developmental contexts and gender differences

on school performance of children and adolescents," Educational Psychology,

vol. 34, no. 7, pp. 787-798, 2014.

[184] E. Barrett and V. Lally, "Gender differences in an on-line learning environment,"

Journal of Computer Assisted Learning, vol. 15, no. 1, pp. 48-60, 1999.

[185) C.-S. Ong and J.-Y Lai, "Gender differences in perceptions and relationships

among dominants of e-learning acceptance," Computers in human behavior,

vol. 22, no. 5, pp. 816-829, 2006.

[186) G. S. Stump, J. C. Hilpert, J. Husman, w'-t. Chung, and W, Kim, "Collaborative

learning in engineering students: Gender and achievement," Journal of Engineering

Education, vol. 100, no. 3, pp. 475-497, 201l.

[187] R. Y-Y Chan, J. Huang, D. Hui, S. u, and P. Yu, "Gender differences in collaborative

learning over online social networks: Epistemological beliefs and behaviors,"

Knowledge Management & E-Learning: An International loumal (KNl&EL),

vol. 5, no. 3, pp. 234-250, 2013.

[188] E R. Prinsen, M. Volman, and I. Terwel, "Gender-related differences in computermediated

communication and computer-supported collaborative learning,"

Journal of Computer Assisted Learning, vol. 23, no. 5, pp. 393-409, 2007.

[189] Z. Zhan, P. S. Fong, H. Mei, and T. Liang, "Effects of gender grouping on students'

group performance, individual achievements and attitudes in computersupported

collaborative learning," Computers in Human Behavior, vol. 48,

pp. 587-596, 2015.

[190) ?. Ding, R. J. Bosker, and E. G. Harskamp, "Exploring gender and gender pairing

In the knowledge elaboration processes of students using computer-supported

collaborative learning," Computers & Education, vol. 56, no. 2, pp. 325-336, 2011.

[191) E. Coluccia and G. Louse, "Gender differences in spatial orientation: A review,"

Iournal 0/environmental psychology, vol. 24, no. 3, pp. 329-340, 2004.

[192) D. C. Geary, S. J. Saults, E Liu, and M. K. Hoard, "Sex differences in spatial cognition,

computational fluency, and arithmetical reasoning," Iournal cfSxperimental

child psychology, vol. 77, no. 4, pp. 337-353, 2000.

[193) M. Palmiero, R. Nori, C. Rogolino, S. D'amico, and L. Piccardi, "Sex differences

in visuospatial and navigational working memory: the role of mood induced by

background music," Experimental brain research, vol. 234, no. 8, pp. 2381-2389,

2016.

[194] R. Nori, L. Piccardi, M. Migliori, A. Guidazzoli, F. Frasca, D. De Luca, and F. Giusberti,

"The virtual reality walking corsi test," Computers in Human Behavior,

vol. 48, pp. 72-77, 2015.

[195) D. Rodriguez-Andres, M.-C. Juan, M. Mendez-Lopez, E. Perez-Hernandez, and

J. Lluch, "Mnernocity task: Assessment of childrens spatial memory using stereoscopy

and virtual environments," PloS one, vol. 11, no. 8, p. e0161858, 2016.

[196] S. Walkowiak, T. Foulsham, and A. F. Eardley, "Individual differences and personality

correlates of navigational performance in the virtual route learning task,"

Computers in Human Behavior, vol. 45, pp. 402-410, 2015.

[197] J. Cooper and D. Mackie, "Video games and aggression in children," Journal 0/

Applied Social Psychology, vol. 16, no. 8, pp. 726-744,1986.

[198] M. J. Fleming, R. Wood, and J. Debra, "Effects of violent versus nonviolent video

games on children's arousal, aggressive mood, and positive mood," Journal 0/

Applied Social Psychology, vol. 31, no. 10, pp. 2047-2071, 2001.

[199) J. E. Lee, P. Xiang, and Z. Gao, "Acute effect of active video games on older children's

mood change," Computers in Human Behavior, vol. 70, pp. 97-103, 2017.

[200] M. Israel, S. Wang, and M. T. Marino, "A multilevel analysis of diverse learners

playing life science video games: Interactions between game content, learning

disability status, reading proficiency, and gender," Journal 0/Research in Science

Teaching, vol. 53, no. 2, pp. 324-345, 2016.

[201] J. B. Weaver, D. Mays, S. S. Weaver, W. Kannenberg, G. L. Hopkins, D. Eroglu, and

J. M. Bernhardt, "Health-risk correlates of video-game playing among adults,"

American Ioumal a/Preventive Medicine, vol. 37, no. 4, pp. 299-305, 2009.

[202] TH Education Unit, "The Introduction of Hajj," in Hajj, Umrah and Visits, pp. 3-

21, Lembaga Tabung Haji (TH), Malaysia, 2007.

[203] TH Education Unit, "Makkah al-Mukarramah," in Hajj, Umrah and Visits,

pp. 202-236, Lembaga Tabung Haji (TH), Malaysia, 2007.

[204] TH Education Unit, "2nd Week: History of Masjidil Haram," in Hajj Basic Course

Module, pp. 9-28, Lembaga Tabung Haji (TH), Malaysia, 2014.

[205] J. Schneider, D. Garatly, M. Srinivasan, S. J. Guy, S. Curtis, S. Cutchin,

D. Manocha, M. C. Lin, and A. Rockwood, "Towards a Digital Makkah-Using

Immersive 3D Environments to Train and Prepare Pilgrims," in International

Conference on Digital Media and its Applications in Cultural Heritage (DMACH),

2011.

[206] K. Nelson, "Hajj 2016: When is the annual Mecca pilgrimage? Who goes? Is

it safe? Everything you need to know." http://www.independent.co.uk/news/

world I middle - east! hajj - 2016 - date - when - is - it - mecca - who - goes - is - it - safeislam-

muslims-stampede-2015-a7209676.html, September 06,2016. Independent.

Last accessed December 05,2016.

[207] TH Education Unit, "The Introduction of Umrah," in Hajj, Umrah and Visits,

pp.172-177, Lembaga TabungHaji (TH), Malaysia, 2007.

[208] TH Education Unit, "3rd Week: Introduction of Hajj and Umrah," in Hajj Basic

Course Module, pp. 29-40, Lembaga Tabung Haji (TH), Malaysia, 2014.

[209] A. M. Yasin, F. H. Yusoff, M. A. M. Isa, and N. H. M. Zain, ''Avatar implementation

in virtual reality environment using situated learning for "sa'i'Trnuslim hajj

ritual)," in Educational and Information Technology (lCEIT), 2010 International

Conference on, vol. 2, pp. 286-290, IEEE, 2010.

[210] B. A. Al-Naja, "King Abdullah launches SR80 billion Haram expansion project."

http://www.arabnews.com/node/388203. August 20,2011. Arab News. Last accessed

December 07, 2016.

[211] Arab News, "Grand Mosque extension opens for Haj." http://www.arabnews.

com/saudi-arabia/news/635911, September 26,2014. Last accessed December

07,2016.

[212] BBe News, "Saudi Arabia: Pilgrim get lost inside Grand Mosque." http://www.

bbc.co. ukl news/blogs- news- from - elsewhere- 26070998, February 06, 2014. Last

accessed December 07,2016.

[213] Al-Arabiya English, "Saudi Arabia says Hajj 2016 receives 1.8 million pilgrims."

http://english.alarabiya.net/ en/News/middle- east/2016/09 I 12 I Saudi -Arabiasays-

Hajj- 2016- receives- 1'-8- million - pilgrims.html, September 12, 2016. Last

accessed December 05,2016.

[214] Saudi Gazette, "Least number of Hajis this year." http://saudigazette.com.sa/

saudi-arabialleast-number-hajis-year/, September 16, 2016. Last accessed December

05,2016.

[215} A. Al-Rabie, "3.7 million Umrah pilgrims arrive." http://saudigazette.com.sa/

saudi-arabiaf3-7-million-umrah-pilgrims-arrivef ,April 05, 2016. Saudi Gazette.

Last accessed December 05,2016.

[216} TH Education Unit, "Hajj Rukun," in Hajj, Umrah and Visits, pp. 22-53, Lembaga

Tabung Haji (TH), Malaysia, 2007.

[217] TH Education Unit, "Umrah Rukun," in Hajj, Umrah and Visits, pp. 178-184,

Lembaga Tabung Haji (TH), Malaysia, 2007.

[218} TH Education Unit, "Hajj Wajib," in Hajj, Umrah and Visits, pp. 54-91, Lembaga

Tabung Haji (TH), Malaysia, 2007.

[219] TH Education Unit, "Umrah Wajib," in Hajj, Umrah and Visits, pp. 185-201, Lembaga

Tabung Haji (TH), Malaysia, 2007.

[220] TH Education Unit, "6th Week: Sa'ie, Shaving or Cutting Hair and Maintaining

the Sequence," in Hajj Basic Course Module, pp. 71-88, Lembaga Tabung Haji

(TH), Malaysia, 2014.

[221] TH Education Unit, "Women in Hajj and Umrah," in Hajj, Umrah and Visits,

pp. 143-151, Lembaga Tabung Haji (TH), Malaysia, 2007.

[222] Arab News, "Mataf bridge removed." http://www.arabnews.comfnews/matafbridge-

removed, May 14, 2016. Last accessed December 07,2016.

[223] TH Education Unit, "Hajj: Guidance Services." http:/ fwww.tabunghaji.gov.my/

guidance, 2015. Last accessed January 19, 2015.

M. S. M. Rahim, A. Z. A. Fata, A. H. Basori, A. S. Rosman, T. J. Nizar, and F. W M.

Yusof, "Development of 3d tawaf simulation for hajj training application using

virtual environment," in International Visual Informatics Conference, pp. 67-76,

Springer, 2011.

M. F. Yusoff, A. N. Zulkifli, and N. F. F. Mohamed, "The evaluation of v-hajj: A

courseware for hajj learning procedures," in Knowledge Management International

Conference (KMICe) 2012, 4-6 July 2012, [ohor Bahru, Malaysia, pp. 599-

604,2012.

M. R Yusoff, A. N. Zulkifli, and N. F. F. Mohamed, "Virtual hajj (vhajj)-

adaptation of persuasive design in virtual environment (ve) and multimedia

integrated approach learning courseware methodology," in Open Systems

(ICOS), 2011 IEEE Conference on, pp. 250-255, IEEE, 2011.

N. Rahim, N. A. Hamid, W. M. W. Isa, S. D. M. Satar, and A. Rozaimee, "A survey

on components of virtual'umrah application," The International Journal of

Multimedia & Its Applications, vol. 5, no. 5, p. 17,2013.

[228] Ministry of Hajj, Kingdom of Saudi Arabia, "Information about Hajj." http://hajj.

al-islam.com, 2015. Last accessed January 23,2015.

[229] S. Sarmady, F. Haron, and A. Z. Talib, "Agent-based simulation of crowd at

the tawaf area," in Proceedings of the National Seminar on Hajj Best Practices

Through Advances in Science & Technology, 28-30 May 2007, Universiti Sains

Malaysia.Pulau Pinang, pp. 129-136,2007.

[230] R. Narain, A. Golas, S. Curtis, and M. C. Lin, "Aggregate dynamics for dense crowd

simulation," ACM Transactions on Graphics (TOG), vol. 28, pp. 122:1-122:8, Dec.

2009.

[231] S. Curtis, S. J. Guy, B. Zafar, and D. Manocha, "Virtual tawaf: A case study in

simulating the behavior of dense, heterogeneous crowds," in Computer Vision

Workshops (ICCV Workshops), 2011 IEEE International Conference On, pp. 128-

135, IEEE, 2011.

[232] S. Curtis, S. J. Guy, B. Zafar, and D. Manocha, "Virtual tawaf: a velocity-spacebased

solution for simulating heterogeneous behavior in dense crowds," in Modeling,

Simulation and Visual Analysis oj Crouids, pp. 181-209, Springer, 2013.

[233] A. A. Ziden and M. F. A. Rahman, "The effectiveness of web-based multimedia

applications simulation in teaching and learning.," Online Submission, vol. 6,

no. 2, pp. 211-222, 2013.

[234] A. M. Yasin, Z. Darleena, and M. A. M. Isa, "Avatar implementation in virtual reality

environment using situated learning for "tawaf"," Procedia-Social and Behavioral

Sciences, vol. 67, pp. 73-80, 2012.

[235] D. Anguelov, C. Dulong, D. Filip, C. Frueh, S. Lafon, R. Lyon, A. Ogale, L. Vincent,

and J. Weaver, "Google street view: Capturing the world at street level," Computer,

vol. 43, no. 6, pp. 32-38, 2010.

[236] M. Hegarty, A. E. Richardson, D. R. Montello, K. Lovelace, and I. Subbiah, "Development

of a self-report measure of environmental spatial ability," Intelligence,

vol. 30, no. 5, pp. 425-447, 2002.

[237] B. G. Witmer and M. J. Singer, "Measuring presence in virtual environments:

A presence questionnaire," Presence: Teleoperators and virtual environments,

vol. 7, no. 3, pp. 225-240, 1998.

.

[238] J. D. Mayer and Y. Gaschke, "Brief mood introspection scale (bmis)," Psychology,

vol. 21, no. 3, pp. 237-244, 1995.

[239] J. D. Mayer and Y. N. Gaschke, "The experience and meta-experience of mood.,"

Journal ofpersonality and social psychology, vol. 55, no. 1, p. 102, 1988.

[240] E. Suma, S. Finkelstein, M. Reid, S. Babu, A. Ulinski, and L. F. Hodges, "Evaluation

of the cognitive effects of travel technique in complex real and virtual environments,"

IEEE Transactions on Visualization and Computer Graphics, vol. 16,

no. 4, pp. 690-702, 2010.

[241] O. J. P. dit Dariel, T. Raby, F. Ravaut, and M. Rothan-Tondeur, "Developing the

serious games potential in nursing education," Nurse education today, vol. 33,

no. 12,pp. 1569-1575,2013.

[242] J. Sanchez and R. Olivares, "Problem solving and collaboration using mobile serious

games," Computers & Education, vol. 57, no. 3, pp. 1943-1952,2011.

[243] J. Earp, M. Ott, M. Popescu, M. Romero, and M. Us art, "Supporting human capital

development with serious games: An analysis of three experiences," Computers

in Human Behavior, vol. 30, pp. 715-720, 2014.

[244] N. M.Nazry and D. M. Romano, "Mood and learning in navigation-based serious

games," Computers in Human Behavior, vol. 73, pp. 596-604, 2017.