Semester of Graduation
Spring 2026
Degree Type
Dissertation/Thesis
Degree Name
Master of Science in Software Engineering
Department
Department of Software Engineering and Game Developmen
Committee Chair/First Advisor
Dr. Sungchul Jung
Second Advisor
Dr. Joy Li
Third Advisor
Dr. Lei Zhang
Abstract
This thesis examined whether quiz-based interventions affect learning during an immersive virtual reality (VR) lecture and whether quiz timing strategy matters when prompts are delivered on a fixed timer or through gaze/Region of Interest (ROI)-based attention timing. The study used an eye-tracking virtual reality headset and a game engine-based classroom application. The final completed cohort included 29 participants assigned to three between-subjects conditions: No Intervention (n = 10), Timer-Based Intervention (n = 9), and Attention-Based Intervention (n = 10). All participants viewed the same virtual reality lecture and completed the same 15-item post-lecture assessment. Mean learning scores were 44.00% for No Intervention, 39.26% for Timer-Based Intervention, and 43.33% for Attention-Based Intervention. A one-way analysis of variance (ANOVA) did not detect a statistically significant difference across conditions, F(2, 26) = 2.019, p = .153; this result is not evidence of equivalence. Attention-Based was descriptively closest to No Intervention, whereas Timer-Based was descriptively lower. Secondary findings are treated only as descriptive learner-experience and process context rather than as additional primary outcomes. Overall, the thesis suggests that future systems should pursue adaptive, engaging, low-burden re-engagement.