沉浸式虚拟现实环境中的冗余原理研究:眼动追踪和脑电图研究

Sarune Baceviciute, Gordon Lucas, Thomas Terkildsen, G. Makransky
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引用次数: 24

摘要

背景:沉浸式虚拟现实(IVR)的可用性增加导致沉浸式技术在教育中的应用激增。然而,对于如何有效地为这种新媒体设计教学,以使其有利于学习和相关的认知加工,我们知之甚少。目的:本实验探讨传统的2D媒体教学设计原则是否以及如何转化为IVR。具体来说,它侧重于研究冗余原理的潜在机制,该原理指出,在两个不同的感觉通道中同时呈现相同的信息会导致认知过载,并可能阻碍学习。方法:共有73名参与者通过专门设计的教育IVR应用程序学习,分为三个版本:(1)听觉表示格式,(2)书面表示格式,(3)冗余格式(即书面和听觉格式)。本研究采用先进的心理生理学方法——脑电图(EEG)和眼动追踪(ET)、学习测量和自我报告量表。结果和结论:结果表明,冗余条件下的参与者在保留和转移后测试中表现同样良好。同样,主观测量、EEG和ET的结果表明,多余的内容并不比单独的书面内容对认知的要求更高。启示:研究结果表明,冗余效应可能不会像最初在2D媒体研究中预期的那样推广到VR,这为教育IVR工具的设计提供了直接的启示。132729,222,1, D从https:/ inlibrary加载。http://www.wil.com /doi/101/jcal。[17//2023] [j].中国科学院学报(自然科学版);请参阅trm和C条件(https: linlibrary)。www.wil.com /网址(及条件):www.wil.com的网址或使用规则;在vr3中,A类物品受适用的C - retive C - com和nsl许可证冗余原则的约束
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Investigating the redundancy principle in immersive virtual reality environments: An eye-tracking and EEG study
Background: The increased availability of immersive virtual reality (IVR) has led to a surge of immersive technology applications in education. Nevertheless, very little is known about how to effectively design instruction for this new media, so that it would benefit learning and associated cognitive processing. Objectives: This experiment explores if and how traditional instructional design principles from 2D media translate to IVR. Specifically, it focuses on studying the underlying mechanisms of the redundancy-principle, which states that presenting the same information concurrently in two different sensory channels can cause cognitive overload and might impede learning. Methods: A total of 73 participants learned through a specifically-designed educational IVR application in three versions: (1) auditory representation format, (2) written representation format, and (3) a redundancy format (i.e. both written and auditory formats). The study utilized advanced psychophysiological methods of Electroencephalography (EEG) and eye-tracking (ET), learning measures and self-report scales. Results and Conclusions: Results show that participants in the redundancy condition performed equally well on retention and transfer post-tests. Similarly, results from the subjective measures, EEG and ET suggest that redundant content was not found to be more cognitively demanding than written content alone. Implications: Findings suggest that the redundancy effect might not generalize to VR as originally anticipated in 2D media research, providing direct implications to the design of IVR tools for education. 132729, 222, 1, D ow nladed from https:/inelibrary.w il.com /doi/101/jcal.12595 by U niersity L irary O f Sothern D nm ark, W ley O nline L irary on [17//2023]. ee he T rm s nd C onitions (https:linelibrary.w il.com /erm s-andnditions) on W ley O nline L irary or rles of use; O A aricles re goerned by he apicable C retive C om m ns L icnse Redundancy Principle in VR 3
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