Computer-Based training (CBT) is a widely used strategy in interactive learning and skills training to provide the trainee with information while in training. Extended Reality (XR) is a set of technologies used in the fourth industrial revolution for this purpose. However, an important XR limitation is the cognitive overload in trainees due to continuous changes in attention. The effects of the changes in attention on cognitive load have been studied in environments such as printed material and desktop PC’s. However, such effects are not yet fully known on XR platforms. This study’s aim was to identify strategies to reduce the changes in attention in instructional/educational materials, which use extended reality to present information to trainees. The presented information can guide the use of combined strategies to reduce the cognitive overload generated by XR display platforms. Therefore, an extensive literature review was carried out. From a set of 1946 articles, 53 studies were selected. The selected studies evaluated the cognitive load in instructional materials that used XR as a visualization platform. The results showed three strategy groups: those associated with the spatial integration of information, those associated with the use of visual features and those associated with the content segmentation. Effects of this strategies in the user performance and user cognitive load are discussed.

No abstract

No abstract

Designing immersive learning environments based on simulations has evolved into a tool for practicing procedures in fields such as industrial safety. This document describes the design of a virtual reality learning environment for the practice of safe bench saw use in the carpentry workshops of the Industrial Design Program at Universidad Industrial de Santander (Colombia). The user interface was created using the multimedia principles of spatial contiguity, temporal contiguity, redundancy, and signaling from the Four-Components Instructional Design Model. The qualities mentioned have ties to the 4C/ID model's elements, learning tasks, procedural information, support information, and practical tasks, which allowed for their incorporation into the user interface elements of a virtual reality environment. A design for evaluating the prototype is also presented in order to assess how well it performs in terms of teaching students who use the learning environment how to use the machine safely.

No abstract