## 4 Evaluation Study
### Qualitative Findings
5.2 Themed Finding 2: Co-Presence in IVR Is a Key Feature That Improves Social Presence and Collaboration Experience  
Compared with computer-mediated communication in VR worlds, the synchronous co-located collaboration space enabled a high level of co-presence through real-time negotiation and reflection among the students. According to [PERSON] et al. (2016), the perceived presence of group members affects one's behavior and attitude directly or vicariously, thus facilitating the social dynamics and decisions within the group. This phenomenon is also known as social facilitation. The responsibility and interdependence designed into the roles can promote communication and enhance co-presence. One student who played the role of attacker stated that \"the Collectors were able to give ample resources\", and with the \"Defender in front against the artillery fire\", he could go forward without fear. Additionally, the co-presence and social presence in the VR collaboration were further enhanced through real-time mapping of the physical and virtual space. When activities in the virtual space are comparable to those in the physical world, students will carefully consider individual skills and role assignments. The sense of co-presence is further enhanced through the overlapping of virtual and physical tasks, which leads to greater social presence and collective efficacy. For example, those who run faster in the real world than other participants are better suited for the role of collector, while those with better communication skills may be better suited for the role of attacker, who needs to constantly command the team during game play. 5.3 Themed Finding 3: Individual Competence Rather Than Personality Influences the Collaboration Experience in IVR  
Although an extroverted personality is a vital factor that affects collaboration in traditional face-to-face environments, its influence was diminished in VR environments. When wearing the HMD and entering the VR environment, students create an avatar to collaborate with others, instead of acting as themselves, which makes it more comfortable for introverted students to be involved in collective tasks. For example, a self-reported introverted student immersed in IVR would keep trying to talk to his teammates to ask for more supplies when he realized he was low in health points. However, the other two extroverted students did not collaborate as well in the IVR collaboration space, noting that  
\"...We discussed the division of labor before game started, but there were still some unexpected issues when artillery fire appeared. Sometimes two of us bumped into each other trying to block the same artillery fire, and sometimes no one blocked a particular fire...\"  
Moreover, compared with their individual personalities, students' collaborative competencies, such as communication, negotiation, and decision-making, were crucial factors that influenced the social experience of VR environments. The groups that completed the game tasks preferred to negotiate and develop an effective strategy and also find ways to contribute to teamwork based on their abilities. For example, an introverted student who achieved victory chose the role of collector because she was used to roaming in a mobile game. Similarly, as an extroverted student from the winning group explained,  
\"I've always been a novice at playing games, so I thought I might not be able to shoot in this game, but the Defender only needs to run back and forth, and I thought I'd be better able to do it, so I chose the Defender...\"