Cognitive Load Measurement in the Impact of VR Intervention in Learning

Abstract

The rapid development of VR technology in training and learning is based on the assumption that it is beneficial for skill training within an immersive environment. However, extra cognitive load may be induced due to the additional sensory information and hence learning ability might be affected. In this study, we examined and compared the impact of cognitive load and task performance in real-world and VR environments through an empirical quadrant model. Forty-six participants completed the tasks with and without the secondary task in realworld and VR environments. The detection response task (DRT), as the secondary task, was adopted to estimate cognitive load based on response time and omission rate. No statistically significant differences were found in cognitive load and task performance in the comparison of VR and non-VR environment settings. There was an encouraging trend observed that VR environments have some advantages over the real-world, such as a higher level of immersion, which suggests that VR can benefit trainees with improved concentration levels and task performance. As evidenced by the variation in performance between females and males in our study, it appears that females tend to perform less well in VR environments, with a slightly higher cognitive load.