Learning in Virtual Reality: Bridging the Motivation Gap by Adding Annotations

Vogt, Andrea; Albus, Patrick; Seufert, Tina

doi:10.3389/fpsyg.2021.645032

Cited by 18 publications

(14 citation statements)

References 61 publications

(123 reference statements)

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“…Another study that looked at signals in a VRLE showed an interaction effect on learning outcome with motivation as a moderator. They found that less motivated learners supported by signals achieved a similar learning outcome as intrinsically motivated learners (Vogt et al, 2021a). Chin et al (2015) found similar results in VR lab safety training.…”

Section: Recent Studiesmentioning

confidence: 67%

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

Albus¹,

Seufert²

2022

Front. Educ.

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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.

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Section: Recent Studiesmentioning

confidence: 67%

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

Albus¹,

Seufert²

2022

Front. Educ.

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“…In this study, we explored the effects of cues on learning outcomes and attention allocation in an immersive 360-degree video learning environment. In comparison to previous studies, we focused on finding patterns of attention distribution by using eye-tracking studies (Rupp et al, 2016;Albus et al, 2021;Vogt et al, 2021). The results showed that textual and visual cues positively affected cognition, thereby proving that the signal principle of CTML is also applicable in the immersive 360-degree video learning environment.…”

Section: Discussionmentioning

confidence: 97%

“…Textual cues include headings, annotations, summaries, font colors, text picture references, and intonation (Schneider et al, 2018). Annotations are common textual cues that can highlight the internal relationships between information, support mapping and integration processes, and repeat the crucial terms of the auditory text as needed to help deepen learners' understanding of information (Vogt et al, 2021). A study found that in VR, annotations could improve learners' recall performance and germane cognitive load (Albus et al, 2021).…”

Section: Signal Principle In Multimedia Learningmentioning

confidence: 99%

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

Liu

Yang

et al. 2022

Front. Psychol.

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Immersive 360-degree video has become a new learning resource because of its immersive sensory experience. This study examined the effects of textual and visual cues on learning and attention in immersive 360-degree video by using eye-tracking equipment integrated in a virtual reality head-mounted display. Participants (n = 110) were randomly assigned to one of four conditions: (1) no cues, (2) textual cues in the initial field of view (FOV), (3) textual cues outside the initial FOV, and (4) textual cues outside the initial FOV + visual cues. The results showed that the cues (annotations or annotations + arrows) helped learners achieve better learning outcomes and spend more time focusing on the areas with cues. In addition, the study found a serious imbalance in the distribution of learners’ attention in each region of the video. The attention directed to textual cues in the initial FOV is much higher than the attention directed to textual cues outside the initial FOV. Adding visual cues can effectively direct attention to textual cues outside the initial FOV and alleviate the imbalance of attention distribution. Consequently, adding cues to immersive 360-degree video can be an appropriate approach to promote learning and guide attention in immersive 360-degree video learning environments. This study provided new insights into the design and development of immersive 360-degree video instructional resources.

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“…More recent VR studies also used rather short learning units of 7 to 12 min (e.g. Albus et al., 2021; Parong & Mayer, 2018; Vogt et al., 2021). We nevertheless would recommend that future studies might consider investigating longer learning units to investigate even more complex learning processes.…”

Section: Discussionmentioning

confidence: 99%

“…Verbal information might include short narratives, simple labels, or annotations (e.g. Vogt et al., 2021). VRLE might have a high visual load; hence further textual details could be presented as auditory text (e.g.…”

Section: Introductionmentioning

confidence: 99%

Immersive virtual reality or auditory text first? Effects of adequate sequencing and prompting on learning outcome

Vogt

Babel²,

Hock³

et al. 2021

Brit J Educational Tech

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Presenting a pictorial representation followed by a textual representation supports learners to build a coherent mental model. Providing an elaboration prompt stimulates learners to process the learning content semantically. Hence, combining both approaches might result in synergetic effects as both foster mental model development, which could be particularly challenging in immersive virtual environments. In our 2 × 2 between‐subject design study, we investigated the beneficial effects of adequate sequencing of text and picture and prompting, as well as their potential synergic effect in an immersive virtual reality (VR) learning environment with N = 81 learners. We presented the learning content in form of one pictorial and one textual representation and varied their presentation sequence: pictorial followed by textual representation or textual followed by pictorial representation. As the pictorial representation, we used a VR animation displaying a service robot. As the textual representation, we chose an auditory text about robotics. Additionally, we varied whether or not learners received an elaboration prompt before the learning unit started. We measured learning outcome differentiated for knowledge, comprehension, and application levels. We found beneficial effects for VR animation followed by auditory text on the knowledge level, only. Prompting led to a beneficial effect only on the application level. We found no synergic effect of adequate sequencing and prompting on learning outcome. Hence, depending on the level of learning outcome targeted, different support approaches are advisable. Future research might consider the long‐term effects of adequate sequencing and prompting or different approaches to measuring mental models. What is already known about this topic? Learning in Virtual Reality (VR) is a promising approach to present the learning material but does not per se guarantee deep learning and the development of a correct mental model. Prior findings imply that presenting pictorial representations first fosters mental model development. Beneficial effects of stimulating learners by an elaboration prompt before learning in virtual reality have been reported. Previous studies imply that instructional design and activation of learners might have synergetic, beneficial effects on learning outcome. What this paper adds We investigated the effects of sequencing order (VR animation or auditory text first) and prompting (with or without) on different levels of learning outcome. We found beneficial effects on the knowledge level when VR animation was presented first, while prompting fostered the application level. No synergetic effects of VR animation first and prompting were found as both support approaches seem to impact different levels of learning outcome. Implications for practice and/or policy Depending on the level of learning outcome that should be fostered while learning in VR, different support approaches are advisable. Presenting a VR animation first fosters learning of basic concep...

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Learning in Virtual Reality: Bridging the Motivation Gap by Adding Annotations

Cited by 18 publications

References 61 publications

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

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

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

Immersive virtual reality or auditory text first? Effects of adequate sequencing and prompting on learning outcome

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