Immersive learning of factual knowledge while assessing the influence of cognitive load and spatial abilities
Immersive virtual reality (IVR) is a motivating new learning tool. However, discrepancies in results emerge regarding the type of knowledge, specifically factual knowledge. Moreover, to improve the instructional design, authors claimed to verify the impact of cognitive load and spatial abilities whi...
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| Format: | Article |
| Language: | English |
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Elsevier
2024-12-01
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| Series: | Computers & Education: X Reality |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2949678024000357 |
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| _version_ | 1846119359274024960 |
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| author | Benjamin De Witte Vincent Reynaert Jerome Hutain Danny Kieken Joseph Jabbour Jalal Possik |
| author_facet | Benjamin De Witte Vincent Reynaert Jerome Hutain Danny Kieken Joseph Jabbour Jalal Possik |
| author_sort | Benjamin De Witte |
| collection | DOAJ |
| description | Immersive virtual reality (IVR) is a motivating new learning tool. However, discrepancies in results emerge regarding the type of knowledge, specifically factual knowledge. Moreover, to improve the instructional design, authors claimed to verify the impact of cognitive load and spatial abilities while learning in IVR. Sixty-one undergraduate students were recruited and divided into two groups in pre-post, test study design. Learning consisted of using “Google Earth” with a Head Mounted Display (HMD) or a desktop computer to improve general geographic knowledge. Pre-training and segmentation were included in the learning process, and levels of presence, spatial orientation and cognitive load were measured to evaluate their impact. Results show that the two groups significantly improved their performance between pre and post-test. HMD users felt more present than computer users. Overall cognitive load did not hinder the learning performance. The analysis of cognitive load dimensions reveals significant differences in the mental load and frustration levels between the two groups. Spatial orientation was not correlated to the learning process. The use of HMD is effective for learning geographic general knowledge. When managed overall cognitive load does not influence learning although the use of HMDs elicits high mental load levels. HMD users are experiencing less frustration indicating it may be suitable for long-distance learning. HMD technological features compensate for spatial orientation abilities. Finally, presence does not enhance learning, suggesting it should be combined with interactions eliciting feedback to be more effective. |
| format | Article |
| id | doaj-art-d3546152d3de41a3b98c011ccc810a9c |
| institution | Kabale University |
| issn | 2949-6780 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers & Education: X Reality |
| spelling | doaj-art-d3546152d3de41a3b98c011ccc810a9c2024-12-17T05:02:24ZengElsevierComputers & Education: X Reality2949-67802024-12-015100085Immersive learning of factual knowledge while assessing the influence of cognitive load and spatial abilitiesBenjamin De Witte0Vincent Reynaert1Jerome Hutain2Danny Kieken3Joseph Jabbour4Jalal Possik5Ethics Laboratory EA 7446, Lille catholic University, 14 Boulevard Vauban, 59000, Lille, France; Piktura School 78 Boulevard Du Général Leclerc, 59100, Roubaix, France; Corresponding author. laboratoire Ethics Maison des chercheurs, 14 Boulevard Vauban, 59000, Lille, France.Ethics Laboratory EA 7446, Lille catholic University, 14 Boulevard Vauban, 59000, Lille, France; Piktura School 78 Boulevard Du Général Leclerc, 59100, Roubaix, FranceEthics Laboratory EA 7446, Lille catholic University, 14 Boulevard Vauban, 59000, Lille, France; Univ Rennes, LP3C (Psychology of Cognition, Behavior, Communication Laboratory), Rennes, FranceLITL, Junia, Lille catholic University, Boulevard Vauban, 59000, Lille, FranceLITL, Junia, Lille catholic University, Boulevard Vauban, 59000, Lille, France; Risk Sciences Laboratory, IMT Mines Alès, Alès, 30100, FranceLITL, Junia, Lille catholic University, Boulevard Vauban, 59000, Lille, FranceImmersive virtual reality (IVR) is a motivating new learning tool. However, discrepancies in results emerge regarding the type of knowledge, specifically factual knowledge. Moreover, to improve the instructional design, authors claimed to verify the impact of cognitive load and spatial abilities while learning in IVR. Sixty-one undergraduate students were recruited and divided into two groups in pre-post, test study design. Learning consisted of using “Google Earth” with a Head Mounted Display (HMD) or a desktop computer to improve general geographic knowledge. Pre-training and segmentation were included in the learning process, and levels of presence, spatial orientation and cognitive load were measured to evaluate their impact. Results show that the two groups significantly improved their performance between pre and post-test. HMD users felt more present than computer users. Overall cognitive load did not hinder the learning performance. The analysis of cognitive load dimensions reveals significant differences in the mental load and frustration levels between the two groups. Spatial orientation was not correlated to the learning process. The use of HMD is effective for learning geographic general knowledge. When managed overall cognitive load does not influence learning although the use of HMDs elicits high mental load levels. HMD users are experiencing less frustration indicating it may be suitable for long-distance learning. HMD technological features compensate for spatial orientation abilities. Finally, presence does not enhance learning, suggesting it should be combined with interactions eliciting feedback to be more effective.http://www.sciencedirect.com/science/article/pii/S2949678024000357Augmented and virtual realityMedia in educationTeaching/learning strategiesImproving classroom teaching |
| spellingShingle | Benjamin De Witte Vincent Reynaert Jerome Hutain Danny Kieken Joseph Jabbour Jalal Possik Immersive learning of factual knowledge while assessing the influence of cognitive load and spatial abilities Computers & Education: X Reality Augmented and virtual reality Media in education Teaching/learning strategies Improving classroom teaching |
| title | Immersive learning of factual knowledge while assessing the influence of cognitive load and spatial abilities |
| title_full | Immersive learning of factual knowledge while assessing the influence of cognitive load and spatial abilities |
| title_fullStr | Immersive learning of factual knowledge while assessing the influence of cognitive load and spatial abilities |
| title_full_unstemmed | Immersive learning of factual knowledge while assessing the influence of cognitive load and spatial abilities |
| title_short | Immersive learning of factual knowledge while assessing the influence of cognitive load and spatial abilities |
| title_sort | immersive learning of factual knowledge while assessing the influence of cognitive load and spatial abilities |
| topic | Augmented and virtual reality Media in education Teaching/learning strategies Improving classroom teaching |
| url | http://www.sciencedirect.com/science/article/pii/S2949678024000357 |
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