Exploring the effects of segmentation when learning with Virtual Reality and 2D displays: a study with airport security officers

With novel 3D imaging technology based on computed tomography (CT) set to replace the current 2D X-ray systems, airports face the challenge of adequately preparing airport security officers (screeners) through knowledge building. Virtual reality (VR) bears the potential to greatly facilitate this process by allowing learners to experience and engage in immersive virtual scenarios as if they were real. However, while general aspects of immersion have been explored frequently, less is known about the benefits of immersive technology for instructional purposes in practical settings such as airport security.In the present study, we evaluated how different display technologies (2D vs VR) and segmentation (system-paced vs learner-paced) affected screeners' objective and subjective knowledge gain, cognitive load, as well as aspects of motivation and technology acceptance. By employing a 2 x 2 between-subjects design, four experimental groups experienced uniform learning material featuring information about 3D CT technology and its application in airport security: 2D system-paced, 2D learner-paced, VR system-paced, and VR learner-paced. The instructional material was presented as an 11 min multimedia lesson featuring words (i.e., narration, onscreen text) and pictures in dynamic form (i.e., video, animation). Participants of the learner-paced groups were prompted to initialize the next section of the multimedia lesson by pressing a virtual button after short segments of information. Additionally, a control group experiencing no instructional content was included to evaluate the effectiveness of the instructional material. The data was collected at an international airport with screeners having no prior 3D CT experience (n=162).The results show main effects on segmentation for objective learning outcomes (favoring system-paced), germane cognitive load on display technology (supporting 2D). These results contradict the expected benefits of VR and segmentation, respectively. Overall, the present study offers valuable insight on how to implement instructional material for a practical setting.