A Nuanced Perspective on VR Learning: Exploring the Effects of Immersion Levels on Knowledge Acquisition Using Electrodermal and Eye Tracking Sensors

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-06-05 DOI:10.1111/jcal.70067

Idit Adler, Liat Liberman, Ilana Dubovi

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引用次数: 0

Abstract

Background

This study investigates the effect of immersion levels in virtual reality (VR) learning environments on the acquisition of declarative and procedural knowledge. Prior research indicates that immersion affects cognitive load, but its impact on declarative and procedural knowledge outcomes remains unclear. This study utilises a multimodal approach, combining self-reports with data from psychophysiological sensors.

Objectives

The study aims to evaluate how different levels of immersion in VR—high-immersive VR (head-mounted display, HMD-VR) and low-immersive VR (Desktop-VR)—affect cognitive load and learning outcomes, focusing on procedural and declarative knowledge.

Methods

A prospective experimental study was conducted with 74 sophomore nursing students, assigned to either the HMD-VR group or Desktop-VR. Eye-tracking and electrodermal activity (EDA) were used to assess cognitive load during learning. A pre-test/post-test design measured declarative and procedural knowledge using a Medication Administration Test (MAT), whilst a presence questionnaire evaluated user experience.

Results and Conclusions

Both study groups demonstrated significant improvements in declarative and procedural knowledge. However, the low-immersive Desktop-VR group exhibited significantly greater pre- to post-test gains in procedural knowledge compared to the high-immersive HMD-VR group. The HMD-VR group exhibited higher cognitive load during procedural tasks, indicated by lower blink rates and a higher rate of EDA peaks. No significant differences were found in the sense of presence between the two groups. This study contributes to understanding learning with immersive VR, showing that high-immersive VR may require careful instructional design to mitigate cognitive overload, especially for procedural tasks. Low-immersive VR presents a cost-effective alternative for immediate knowledge gains.

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VR学习的微妙视角：探索使用皮肤电追踪和眼动追踪传感器的沉浸水平对知识获取的影响

本研究探讨虚拟现实（VR）学习环境中沉浸程度对陈述性和程序性知识习得的影响。先前的研究表明，沉浸会影响认知负荷，但其对陈述性和程序性知识结果的影响尚不清楚。本研究采用多模式方法，将自我报告与心理生理传感器数据相结合。本研究旨在评估不同程度的VR沉浸感——高沉浸感VR （head-mounted display, HMD-VR）和低沉浸感VR （Desktop-VR）——对认知负荷和学习结果的影响，重点关注程序性和陈述性知识。方法对74名大二护生进行前瞻性实验研究，分为HMD-VR组和Desktop-VR组。采用眼动追踪和皮肤电活动（EDA）评估学习过程中的认知负荷。测试前/测试后设计使用药物管理测试（MAT）测量陈述性和程序性知识，而存在问卷评估用户体验。结果和结论两个研究组在陈述性和程序性知识方面都有显著的提高。然而，低沉浸性桌面虚拟现实组在程序知识的测试前和测试后的收益明显高于高沉浸性HMD-VR组。HMD-VR组在程序性任务中表现出更高的认知负荷，表现为更低的眨眼率和更高的EDA峰值率。两组之间的存在感没有明显差异。这项研究有助于理解沉浸式VR的学习，表明高沉浸式VR可能需要精心的教学设计来减轻认知超载，特别是对于程序性任务。低沉浸式VR为立即获得知识提供了一种具有成本效益的替代方案。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope