Mnemosyne: Adapting the Method of Loci to Immersive Virtual Reality

Vindenes, Joakim; Gortari, Angelica Ortiz de; Wasson, Barbara

doi:10.1007/978-3-319-95270-3_16

Cited by 19 publications

(17 citation statements)

References 17 publications

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“…Although extensive research has been carried out on the short-term memory recall for the use of MoL in learning, only a few reports are attainable on its long-term effects (Ahour & Berenji, 2015;Vindenes, de Gortari, & Wasson, 2018;Werner-Seidler & Dalgleish, 2016). Additionally, only minor comparative studies were conducted simultaneously for short-term and long-term memory retrieval after using MoL (Putnam, 2015;Wang & Thomas, 2000).…”

Section: Resultsmentioning

confidence: 99%

The Use of Method of Loci (MoL) Teaching Tools Enhances Students’ Short-Term Memory

Tan

Shanthi

Hajar

et al. 2022

IJSSR

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To recall Hazard Analysis Critical Control Points (HACCP) principles and implementation steps was challenging for Food Technology Program students, though remembering the principles and steps usually requires lower-order thinking skills. Previous reports indicated that using the Method of Loci (MoL) in teaching and learning (T&L) has noticeable potential to enhance students’ memory and further improve their learning capacity. Therefore, conventional lecture MoL (CLMoL) teaching tools were developed. This study aims to investigate the short-term and long-term memory retention among participants after using CLMoL teaching tools in T&L of HACCP principles and implementation steps. In this experiment, two (2) groups of participants were taught using Conventional Lecture (CL), and the other two (2) groups were taught using CLMoL teaching tools. Thereafter, four (4) similar memory recall written assessments were performed, namely, pre-intervention assessment (Q1), post‐intervention assessment (Q2), 4‐week follow‐up assessment (Q3, 29 to 32 days), and final examination (FE). Q2 and Q3 assessments showed significantly better (p≤0.05) short-term and long-term memory recall for the CLMoL group (treated group) compared to the CL group. Even though the Q3 mean score for the CLMoL group was still significantly higher than the CL group, the mean scores for both groups indicated a declining pattern after a lapse of a month. The assessment results, along with the positive survey responses suggest that the use of CLMoL teaching tools may improve the efficacy of T&L of the HACCP concept by apparently enhancing the short-term memorization of the HACCP principles and steps of implementation.

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Section: Resultsmentioning

confidence: 99%

The Use of Method of Loci (MoL) Teaching Tools Enhances Students’ Short-Term Memory

Tan

Shanthi

Hajar

et al. 2022

IJSSR

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“…Evidence in favor of this hypothesis comes from a meta-analysis of 27 experiments, in which Höffler (2010) showed low spatial ability learners benefitted more from animations versus static pictures, or 3D versus 2D illustrations compared to high spatial ability learners. However, more recent studies showed mixed results, with some reporting benefits of additional spatial information for low spatial ability (Barrett & Hegarty, 2016;Kühl, Stebner, Navratil, Fehringer, & Münzer, 2018;Lee & Wong, 2014;Münzer, 2015;Sanchez & Wiley, 2014), and others reporting benefits for high spatial ability groups (Vindenes, de Gortari, & Wasson, 2018;Wu, Lin, & Hsu, 2013). When virtual learning environments were used in these studies, these were predominantly of the non-immersive kind, with a few notable exceptions (e.g.…”

Section: Spatial Abilitymentioning

confidence: 99%

“…When virtual learning environments were used in these studies, these were predominantly of the non-immersive kind, with a few notable exceptions (e.g. Barrett & Hegarty, 2016;Vindenes et al, 2018). For research focusing on the learning benefits of CAVEs, individual differences due to spatial visualizations are expected to be critical because of users spatially moving around in the virtual world.…”

Section: Spatial Abilitymentioning

confidence: 99%

Benefits of immersive collaborative learning in CAVE-based virtual reality

Back

Tinga

Nguyen

et al. 2020

Int J Educ Technol High Educ

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How to make the learning of complex subjects engaging, motivating, and effective? The use of immersive virtual reality offers exciting, yet largely unexplored solutions to this problem. Taking neuroanatomy as an example of a visually and spatially complex subject, the present study investigated whether academic learning using a state-of-the-art Cave Automatic Virtual Environment (CAVE) yielded higher learning gains compared to conventional textbooks. The present study leveraged a combination of CAVE benefits including collaborative learning, rich spatial information, embodied interaction and gamification. Results indicated significantly higher learning gains after collaborative learning in the CAVE with large effect sizes compared to a textbook condition. Furthermore, low spatial ability learners benefitted most from the strong spatial cues provided by immersive virtual reality, effectively raising their performance to that of high spatial ability learners. The present study serves as a concrete example of the effective design and implementation of virtual reality in CAVE settings, demonstrating learning gains and thus opening opportunities to more pervasive use of immersive technologies for education. In addition, the study illustrates how immersive learning may provide novel scaffolds to increase performance in those who need it most.

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“…The use of virtual reality, implemented through an HMD, has been analyzed with reference to navigation time (Ruddle et al, 1999) and cognitive awareness of objects (Mania et al, 2003) and compared with a control group represented by desktop condition (where the spatial navigation was implemented through a computer screen). Vindenes et al (2018) implemented MoL in a virtual environment, demonstrating that subjects with higher spatial reasoning abilities benefit more from the use of the MOL. Virtual reality was used to promote transfer: memory training to older adults with memory impairment increased performance on virtual reality memory tasks (Boller et al, 2021), in contrast with previous evidence showing that playing brain-training games in virtual environments did not improve the transfer of cognitive training (Parong and Mayer, 2020).…”

Section: Virtual Reality and Memorymentioning

confidence: 99%

Enhancing Organizational Memory Through Virtual Memoryscapes: Does It Work?

Mastrogiorgio

Zaninotto

Maggi³

et al. 2021

Front. Psychol.

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Enhancing cognitive memory through virtual reality represents an issue, that has never been investigated in organizational settings. Here, we compared a virtual memoryscape (treatment) – an immersive virtual environment used by subjects as a shared memory tool based on spatial navigation – with respect to the traditional individual-specific mnemonic tool based on the “method of loci” (control). A memory task characterized by high ecological validity was administered to 82 subjects employed by large banking group. Memory recall was measured, for both groups, immediately after the task (Phase 1) and one week later (Phase 2). Results show that (i) in Phase 1, the method of loci was more efficient in terms of recalling information than the to the virtual memoryscape; (ii) in Phase 2, there was no difference. Compared to the method of loci, the virtual memoryscape presents the advantages – relevant for organizations – of being collective, controllable, dynamic, and non-manipulable.

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Mnemosyne: Adapting the Method of Loci to Immersive Virtual Reality

Cited by 19 publications

References 17 publications

The Use of Method of Loci (MoL) Teaching Tools Enhances Students’ Short-Term Memory

The Use of Method of Loci (MoL) Teaching Tools Enhances Students’ Short-Term Memory

Benefits of immersive collaborative learning in CAVE-based virtual reality

Enhancing Organizational Memory Through Virtual Memoryscapes: Does It Work?

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