Impacts of Cues on Learning and Attention in Immersive 360-Degree Video: An Eye-Tracking Study

Liu, Rui; Xu, Xiang; Yang, Hairu; Li, Zhenhua; Huang, Guan

doi:10.3389/fpsyg.2021.792069

Cited by 15 publications

(7 citation statements)

References 49 publications

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“…In gaming, this eye tracking feature can be used to only render what is in the field of view of the player rather than the entire environment, allowing to limit computational burden. Eye tracking in VR can also be used in different research setups to evaluate attention and learning ( 17 , 18 ). Nevertheless, native eye tracking systems still fall short regarding sampling rate as even the most recent commercially available devices are running at a 120 Hz frequency.…”

Section: Discussionmentioning

confidence: 99%

Virtual reality set-up for studying vestibular function during head impulse test

et al. 2023

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ObjectivesVirtual reality (VR) offers an ecological setting and the possibility of altered visual feedback during head movements useful for vestibular research and treatment of vestibular disorders. There is however no data quantifying vestibulo-ocular reflex (VOR) during head impulse test (HIT) in VR. The main objective of this study is to assess the feasibility and performance of eye and head movement measurements of healthy subjects in a VR environment during high velocity horizontal head rotation (VR-HIT) under a normal visual feedback condition. The secondary objective is to establish the feasibility of VR-HIT recordings in the same group of normal subjects but under altered visual feedback conditions.DesignTwelve healthy subjects underwent video HIT using both a standard setup (vHIT) and VR-HIT. In VR, eye and head positions were recorded by using, respectively, an imbedded eye tracker and an infrared motion tracker. Subjects were tested under four conditions, one reproducing normal visual feedback and three simulating an altered gain or direction of visual feedback. During these three altered conditions the movement of the visual scene relative to the head movement was decreased in amplitude by 50% (half), was nullified (freeze) or was inverted in direction (inverse).ResultsEye and head motion recording during normal visual feedback as well as during all 3 altered conditions was successful. There was no significant difference in VOR gain in VR-HIT between normal, half, freeze and inverse conditions. In the normal condition, VOR gain was significantly but slightly (by 3%) different for VR-HIT and vHIT. Duration and amplitude of head impulses were significantly greater in VR-HIT than in vHIT. In all three altered VR-HIT conditions, covert saccades were present in approximatively one out of four trials.ConclusionOur VR setup allowed high quality recording of eye and head data during head impulse test under normal and altered visual feedback conditions. This setup could be used to investigate compensation mechanisms in vestibular hypofunction, to elicit adaptation of VOR in ecological settings or to allow objective evaluation of VR-based vestibular rehabilitation.

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Section: Discussionmentioning

confidence: 99%

Virtual reality set-up for studying vestibular function during head impulse test

et al. 2023

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“…These contradictions emphasize that signalling in 360° videos might be more complex than signalling in classical instructional media. Liu et al (2021), as well as Albus and Seufert (2022), emphasized that textual and visual cues in 360° videos could reduce the imbalance in attention distribution, but there is a need for further optimization.…”

Section: Literature Reviewmentioning

confidence: 99%

The effect of micro‐level and macro‐level signalling on learning with 360° videos

Beege,

Nebel,

Schneider

et al. 2024

Applied Cognitive Psychology

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Abstract360° videos raised the attention of educators, as they can mediate complex environments in educational settings. However, learning irrelevant cognitive strains might be imposed because it is necessary to navigate through spherical material. These downsides could be compensated by using signalling techniques. In a two (macro‐level vs. no signalling) × two (micro‐level vs. no signalling) factorial between‐subjects design plus control group, 203 students watched a video about visual and behavioural characteristics of animals. Learning outcomes, cognitive load, disorientation, and presence were investigated. Results revealed that macro‐level signalling enhanced learning outcomes. Descriptively, the control group outperformed all experimental groups except the condition with macro‐level signalling regarding retention performance. According to an exploratory path model, extraneous load moderated the effects of signalling on learning outcomes. Results are discussed considering cognitive load and spatial presence induced by using 360° videos as learning material.

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“…2. The impact of social cues, such as textual cues or visual cues, on the interactive VR-based learning process is an important direction for future research (Albus et al, 2021;Liu et al, 2021). According to the signal principle, adding clues to multimedia learning materials can highlight key contents, guide learners' attention, and reduce cognitive load (Gog, 2014;Karich et al, 2014).…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

How does interactive virtual reality enhance learning outcomes via emotional experiences? A structural equation modeling approach

Yang

Cai²,

Diao³

et al. 2023

Front. Psychol.

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IntroductionInterest in interactive virtual reality (IVR) is increasing due to its potential for embodied learning and group-led teaching. However, few studies have investigated the internal mechanism by which IVR technology features and learning experiences affect learning outcomes in terms of psychological and emotional value. Based on media technology models and the control value theory of achievement emotions (CVTAE), this study uses structural equation modeling (SEM) to investigate the correlations among the internal elements of IVR technology features, learning experiences, and learning outcomes. It also emphasizes the role played by emotional experience in this context.MethodsThe sample referenced by this study consisted of 480 college students (193 males) who were simultaneously engaged in guided inquiry and learning in an IVR-based COVID-19 pandemic science museum in groups of 10.ResultsThe findings suggest that presence and perceived enjoyment have a key mediating effect on the relationship between virtual reality (VR) features and perceived learning outcomes in an IVR-based learning simulation. In addition, the results indicate that presence is more strongly correlated with perceived learning effects, while enjoyment is more strongly correlated with learning satisfaction.DiscussionThese findings provide intellectual support and theoretical backing for VR-based instructional design and environmental development. Moreover, this study has practical value with regard to the future large-scale application of IVR to experiential teaching, group-led teaching, and the promotion of the digital transformation and intelligence upgrading in education.

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Impacts of Cues on Learning and Attention in Immersive 360-Degree Video: An Eye-Tracking Study

Cited by 15 publications

References 49 publications

Virtual reality set-up for studying vestibular function during head impulse test

Virtual reality set-up for studying vestibular function during head impulse test

The effect of micro‐level and macro‐level signalling on learning with 360° videos

How does interactive virtual reality enhance learning outcomes via emotional experiences? A structural equation modeling approach

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