{"title":"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","authors":"Idit Adler, Liat Liberman, Ilana Dubovi","doi":"10.1111/jcal.70067","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70067","citationCount":"0","resultStr":"{\"title\":\"A Nuanced Perspective on VR Learning: Exploring the Effects of Immersion Levels on Knowledge Acquisition Using Electrodermal and Eye Tracking Sensors\",\"authors\":\"Idit Adler, Liat Liberman, Ilana Dubovi\",\"doi\":\"10.1111/jcal.70067\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>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.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 4\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2025-06-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70067\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70067\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70067","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A Nuanced Perspective on VR Learning: Exploring the Effects of Immersion Levels on Knowledge Acquisition Using Electrodermal and Eye Tracking Sensors
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.
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
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