The Modality Principle in Immersive and Non-Immersive Virtual Reality: An Eye Tracking Study

IF 5.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2026-10-09 DOI:10.1002/jcal.70350

Noé Monsaingeon, Stéphane Argon, Jean-Michel Boucheix

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引用次数: 0

Abstract

Background

According to the modality principle of the Cognitive Theory of Multimedia Learning, learning is better facilitated when visual content is accompanied by a vocal narration compared to text explanation. However, the application of this principle in immersive virtual reality (IVR) remains unclear.

Objectives

The present experiment aimed to evaluate the effect of immersion on the application of the modality principle by comparing desktop virtual reality with immersive virtual reality.

Methods

A total of 105 seventh-grade pupils, age from 12 to 13 years old, followed a 10-min system-paced lesson on forest development. The lesson was presented either in immersive virtual reality or in desktop VR, with limited and matched interactivity across media, and with verbal information delivered either as audio narration or on-screen text. Learning outcomes were assessed across factual knowledge, conceptual knowledge, comprehension, and knowledge transfer, along with eye movements, presence, and cognitive load.

Results and Conclusions

Results indicate modulated modality effect on factual knowledge and improved conceptual learning on the desktop VR compared to IVR, which can be explained by fewer visual fixations on relevant areas. Students reported improved germane cognitive load in IVR when texts accompanied the illustrations. The modality principle does not seem to apply in the same way depending on the degree of immersion. The content of a virtual reality lesson should be adapted according to the type of knowledge being sought.

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沉浸式和非沉浸式虚拟现实中的情态原则：眼动追踪研究

根据多媒体学习认知理论的情态原则，视觉内容与文字解说相结合，能更好地促进学习。然而，这一原则在沉浸式虚拟现实（IVR）中的应用尚不清楚。本实验旨在通过桌面虚拟现实与沉浸式虚拟现实的对比，评估沉浸感对模态原则应用的影响。方法105名12 - 13岁的七年级学生参加了10分钟的森林发展系统课程。课程以沉浸式虚拟现实或桌面虚拟现实的方式呈现，跨媒体互动有限且匹配，口头信息以音频叙述或屏幕文本的形式传递。学习结果的评估包括事实知识、概念知识、理解和知识转移，以及眼球运动、在场和认知负荷。结果表明，与IVR相比，桌面VR的模态调节效应对事实知识和概念学习有改善，这可以解释为对相关区域的视觉注视较少。学生报告说，当课文伴随着插图时，他们在IVR中的相关认知负荷有所改善。根据沉浸程度的不同，情态原则似乎并不适用于同样的方式。虚拟现实课程的内容应根据所寻求的知识类型进行调整。

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