Feedback Mechanism in Immersive Virtual Reality Influences Physical Hands-on Task Performance and Cognitive Load

Wei Sheng Wang, Chia Ju Lin, Hsin Yu Lee, Ting Ting Wu, Yueh Min Huang

研究成果: Article同行評審

9 引文 斯高帕斯(Scopus)

摘要

The affordance of immersive virtual reality (VR) holds great potential for education, supporting learning through simulation and visualization. However, the literature on STEM education indicates that VR learning is not necessarily more effective than traditional learning, because participants are immersed in learning environments with high visual loads, which increases cognitive load, resulting in poor learning outcomes. In addition, VR studies rarely evaluate learner performance in physical hands-on activities after participating in VR learning programs. Therefore, in this study, we seek to reduce cognitive load by incorporating feedback into the VR learning environment. This study conducts a quasi-experiment and proposes a VR learning environment for embedded electronic circuits and a practical hands-on task, to investigate learners’ learning performance on practical hands-on task skills and their cognitive load. Participants were randomly assigned to groups with and without feedback. The results show that feedback in the VR environment is effective in reducing participants’ extraneous cognitive load and increasing engagement, with fewer trial-and-error times in the learning units and better performance in the physical hands-on task.

原文English
頁(從 - 到)4103-4115
頁數13
期刊International Journal of Human-Computer Interaction
40
發行號15
DOIs
出版狀態Published - 2024

All Science Journal Classification (ASJC) codes

  • 人因工程和人體工學
  • 人機介面
  • 電腦科學應用

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