Beyond realism: Rethinking VR design for optimal learning in technical and vocational secondary education

Abstract

This study investigates the impact of virtual reality (VR) environments on student motivation, cognitive load, and learning performance in secondary education. A randomized controlled trial with 91 students compared two VR conditions: a minimalistic environment and an authentic, highly realistic environment. Contrary to expectations, the results showed no significant differences in cognitive load between conditions, challenging the assumptions of Cognitive Load Theory (CLT). In addition, students in the minimalistic environment reported higher motivation, suggesting that simpler designs may reduce distractions and enhance focus. Structural Equation Modeling (SEM) analysis revealed significant relationships between perceived presence, realism, and motivation, supporting the Cognitive Affective Model of Immersive Learning (CAMIL). Furthermore, higher levels of presence and realism were associated with lower extraneous cognitive load, which resulted in reduced aid usage and time spent in the VR training. However, contrary to the expectations of CAMIL, perceived motivation did not show direct effects on learning outcomes.

These findings highlight the importance of simplified VR designs to managing cognitive load. While perceived realism and presence contribute to perceived motivation, they do not necessarily improve learning performance. The study underscores the need for VR environments that balance immersive features with cognitive efficiency to optimize learning. Future research should focus on dynamic interactions and task complexity to further investigate these mechanisms.