Thesis (M.S. in Modeling, Virtual Environments and Simulation)--Naval Postgraduate School, September 2002. / Thesis advisor(s): Russell D. Shilling, Rudolph P. Darken. Includes bibliographical references (p. 175). Also available online.

Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2002. / Includes bibliographical references (leaves 82-89). Also available in electronic version. Access restricted to campus users.

Thesis (M.S. in Computer Science)--Naval Postgraduate School, September 2002. / Thesis advisor(s): Rudy Darken, Joe Sullivan. Includes bibliographical references (p. 59-60). Also available online.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 139-151). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010. / Full text also available online. Scroll down for electronic link.

Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2006. / Includes bibliographical references (leaves 172-180). Also available in electronic version.

Thesis (M.S. in mechanical engineering)--Washington State University, May 2007. / Includes bibliographical references (p. 69-108).

Educational systems can benefit from Virtual Reality’s (VR) ability to support experiential learning. In particular, VR based games, especially role-playing serious games (RPGs), can promote learning through the simulation of various educational scenarios. This thesis proposes an immersive VR-RPG to educate players about the behavior of honeybees. The player adopts the role of a honeybee and experiences a virtual world mimicking the real one from the honeybee’s perspective. Unlike most studies in educational VR, we assess the impact of immersion on knowledge gain by testing the players’ knowledge on the subject before, immediately after, and one week following the use of the system. We also compare the proposed system with both a conventional and a desktop VR-RPG approach. The results indicate that students significantly gained knowledge in all methods compared to the pre-test. We found that the immersion level for both tested VR-RPGs did not have a significant effect on learning. However, the study showed an improvement in knowledge retention for the desktop VR-RPG users compared to those of the conventional method. Moreover, the results revealed that users of the immersive and desktop VR-RPGs were more motivated and engaged compared to those of the conventional method.