Comparing Student-Based Context Priming in Immersive and Desktop Virtual Reality Environments to Increase Academic Performance

Abstract

Research suggests that 3D virtual environments can be designed to prime engagement, creativity, and improve performance on many cognitive tasks. In this paper, we report on a study that compares the efficacy of context (environmental setting) on the priming of these desired effects within Desktop Virtual Reality (DVR) environments compared to Immersive VR (IVR), viewed from within a VR Head Mounted Device (HMD). We presented a 27-minute seminar “The Creative Process of Making an Animated Movie” to 68 participants within 4 different learning spaces: two with IVR (Prime and No Prime) and two with DVR (Prime and No Prime). The priming scenarios for both IVR and DVR environments included subject matter and popular culture visual artifacts related to animated movies and characters placed within a theatre classroom. This was intended to create a situated learning effect. The No Prime condition was presented in a standard classroom theatre without visual artifacts or any subject matter augmentation. A 20-question multiple-choice content test and UX survey were administered following the seminar while an affective questionnaire measuring anxiety and positive affect were provided before and after the seminar. Increased academic performance was observed with a significant difference in both DVR and IVR priming scenarios compared to the no priming conditions.