Signaling in 360° Desktop Virtual Reality Influences Learning Outcome and Cognitive Load

Abstract

Learning with desktop virtual reality learning environments (DVR) can be highly visual and present many visual stimuli simultaneously. This can be distracting and require instructional support to help learners in their learning processes. The signaling principle could be a promising approach to support these processes, as signals can guide learners’ attention to the relevant information (Mayer, 2005). The present study investigated the effects of signals in a 360° DVR on learning outcomes and cognitive load. In our between-subjects design, we examined a total of N = 96 participants who were randomly assigned to the signaling or non-signaling group. We hypothesized that the signaling group would achieve higher recall, comprehension, and transfer performance than the non-signaling group. We also expected that the signaling group would experience less extraneous cognitive load and higher germane cognitive load than the non-signaling group. The results show that learners who received signals in a DVR achieved significantly higher recall and comprehension scores than learners who did not receive signals. Transfer performance did not differ between groups. Participants in the signals group also experienced significantly lower extraneous cognitive load than participants in the non-signaling group. However, no differences in germane cognitive load were found between groups. These results suggest that learners in a DVR can be supported by signals in their learning processes while simultaneously helping to reduce unnecessary cognitive load.

Shake it or light it! The effects of cueing in desktop‐VR learning environments on search time and learning

“…Moreover, Albus and Seufert (2022) showed positive effects of cueing on learning in desktop‐VR learning environments where green circles highlighted the part of a virtual animal in a forest while learning content about that part was narrated. Since the narrative in this study only began when the animal was already in the learners' focus, the cueing assisted the learners in associating the narrated information with the corresponding part of the animal, but the purpose of these cues was not to support initial orientation in the 360° environment.…”

“…However, in our study, the narration starts at the beginning of the task and the learner must find the corresponding 3D object simultaneously, constituting a dual task. Thus, neither the cueing method used by Albus and Seufert (2022), nor the one developed by Rothe and Hußmann (2018), which highlighted objects using movement and light, have been tested in a dual‐task learning scenario. Thus, since research on dual‐tasking suggests that facilitating performance in one task might facilitate overall performance (Hornof et al, 2010), we assume that learning outcomes will be better when the search task in the learning environment is supported by cueing (Hypothesis 2) because cues might free up learners' cognitive resources.…”

“…Further, non‐diegetic methods like visual text cues and arrows had positive effects on learning outcomes compared to conditions without cues in VR learning videos (Liu et al, 2022) and VR environments (Albus et al, 2021). Albus and Seufert (2022) showed that in a DVR learning environment, cueing with green circles improved learning and decreased cognitive load. However, the implemented cues did not assist learners in freely navigating through the learning materials.…”

Angereicherte 360-Grad-Videovignetten in der Lehrkräftebildung. Vorschlag expertisebasierter Orientierungshilfen in 360-Grad-Räumen mittels Eye-Tracking und Retrospective Thinking Aloud

“…Dies gilt unbeschadet der oben genannten Vorteile in besonderem Maße bei sphärischen 360-Grad-UVi. Nicht nur die neuartige Rezeptionsweise via Head-Mounted-Display 1 (HMD) (Kunz & Zinn, 2022), die ein erhöhtes Maß an technologischer Akzeptanz voraussetzt, sondern auch der sogenannte Extraneous Load 2 (EL) (Albus & Seufert, 2022;Sweller, 2005) den Studierende bei der Sichtung von sphärischen Aufnahmen erfahren können, sind Risiken, die es abzumildern gilt. Während sich die Rezeption via HMD ähnlich wie bei der Fixed Frame 3 UVi durch wiederholtes Training auffangen lässt, muss man bzgl.…”

“…Hervorgerufen werden sie beispielsweise durch ungünstig gestaltete Lehr-/Lernumgebungen (Sweller, 2005). Diese Belastungen wurden aber auch im Zusammenhang mit der Rezeption von sphärisch aufbereiteten 360-Grad-Inhalten beobachtet (Albus & Seufert, 2022 Sherin, 2007;Sherin & van Es, 2009). Aufgrund der Wiederholbarkeit und variablen Einsatzmöglichkeiten kann (aufbereitetes) Videomaterial ein unterstützendes Gerüst schaffen, um bei Lehramtsstudierenden eine praxisrelevante Professionalisierung innerhalb ihrer Ausbildung zu entwickeln (Steffensky & Kleinknecht, 2016).…”