The perception of faces is one of the most specialized visual processes in the human brain and has been investigated by means of the early event-related potential component N170. However, face perception has mostly been studied in the conventional laboratory, i.e., monitor setups, offering rather distal presentation of faces as planar 2D-images. Increasing spatial proximity through Virtual Reality (VR) allows to present 3D, real-life-sized persons at personal distance to participants, thus creating a feeling of social involvement and adding a self-relevant value to the presented faces. The present study compared the perception of persons under conventional laboratory conditions (PC) with realistic conditions in VR. Paralleling standard designs, pictures of unknown persons and standard control images were presented in a PC- and a VR-modality. To investigate how the mechanisms of face perception differ under realistic conditions from those under conventional laboratory conditions, the typical face-specific N170 and subsequent components were analyzed in both modalities. Consistent with previous laboratory research, the N170 lost discriminatory power when translated to realistic conditions, as it only discriminated faces and controls under laboratory conditions. Most interestingly, analysis of the later component [230–420 ms] revealed more differentiated face-specific processing in VR, as indicated by distinctive, stimulus-specific topographies. Complemented by source analysis, the results on later latencies show that face-specific neural mechanisms are applied only under realistic conditions (A video abstract is available in the Supplementary material and via YouTube: https://youtu.be/TF8wiPUrpSY).
Although the human brain is adapted to function within three-dimensional environments, conventional laboratory research commonly investigates cognitive mechanisms in a reductionist approach using two-dimensional stimuli. However, findings regarding mnemonic processes indicate that realistic experiences in Virtual Reality (VR) are stored in richer and more intertwined engrams than those obtained from the conventional laboratory. Our study aimed to further investigate the generalizability of laboratory findings and to differentiate whether the processes underlying memory formation differ between VR and the conventional laboratory already in early encoding stages. Therefore, we investigated the Repetition Suppression (RS) effect as a correlate of the earliest instance of mnemonic processes under conventional laboratory conditions and in a realistic virtual environment. Analyses of event-related potentials (ERPs) indicate that the ERP deflections at several electrode clusters were lower in VR compared to the PC condition. These results indicate an optimized distribution of cognitive resources in realistic contexts. The typical RS effect was replicated under both conditions at most electrode clusters for a late time window. Additionally, a specific RS effect was found in VR at anterior electrodes for a later time window, indicating more extensive encoding processes in VR compared to the laboratory. Specifically, electrotomographic results (VARETA) indicate multimodal integration involving a broad cortical network and higher cognitive processes during the encoding of realistic objects. Our data suggest that object perception under realistic conditions, in contrast to the conventional laboratory, requires multisensory integration involving an interconnected functional system, facilitating the formation of intertwined memory traces in realistic environments.
Integrating new technologies such as Virtual Reality (VR) can contribute to increasing efficiency in several areas relevant to society. VR can be applied in various contexts and has the potential to improve mnemonic processes and memory performance. However, the specific conditions under which VR is more beneficial than conventional learning methods remain unclear. To further investigate the value of VR for mnemonic processing, participants performed a memory task under three different conditions. For that task, they were presented with rules regarding the spatial arrangement of building blocks with a written text or a video in 2D on a screen or in 3D/360° with a head-mounted display. Following the learning session, memory performance was measured by a recognition test involving a multiple-choice questionnaire, in which participants had to mark the correct arrangement of building blocks, and a construction test, in which they had to arrange five different building blocks according to the rules learned. Additionally, participants had to arrange 38 building blocks according to the rules in a free recall test the following day. Surprisingly, results revealed no superiority effect for learning in VR. Instead, learning the rules with the text yielded the best memory performance results, indicating that prior experience with conventional learning methods facilitates declarative knowledge acquisition. Considering previous findings regarding cognitive processing in VR, our results suggest that in passive learning, processing the more salient and personally relevant virtual stimuli in the surrounding VR environment requires more attentional resources. Therefore, VR impairs focusing on the relevant declarative information and impedes the transfer of the learned knowledge to different contexts. When considering to implement VR, the value to the particular domain and specific learning task should be taken into consideration: For learning basic declarative information without actively involving the students, conventional learning methods seem sufficient and more efficient for mnemonic processing compared to new technologies.
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