Pre‐training interventions to counteract seductive details in virtual reality training programs

Abstract

We propose that (a) certain aspects of virtual reality (VR) training programs are seductive details, (b) these seductive details prompt trainee distraction and/or cognitive overload, and (c) pre‐training interventions can benefit learning from VR training programs by targeting these mechanisms. In Study 1, we apply a meta‐cognitive strategy pre‐training intervention, which targets distraction, and a habituation pre‐training intervention, which targets cognitive overload. Habituation had no effect, whereas meta‐cognitive strategies worsened learning. Qualitative results indicated the meta‐cognitive strategy intervention prompted trainees to become more cognitively engaged in the distracting seductive details of the VR training program. In Study 2, we tested an alternative pre‐training intervention, attentional advice, to reduce distraction and increase learning. The attentional advice pre‐training intervention was successful, as trainees demonstrated greater learning when provided attentional advice. Together, all proposals were supported. VR can contain seductive details that cause distraction, and attentional advice can improve learning by reducing distraction.

Experiencing an art education program through immersive virtual reality or iPad: Examining the mediating effects of sense of presence and extraneous cognitive load on enjoyment, attention, and retention

“…According to Andersen et al ( 2016 ), the cognitive load-reducing principle used in the IVR medical technology training scenario resulted in significantly higher cognitive load. A similar conclusion was found by Howard and Lee ( 2020 ) that a habituation pretraining intervention for the cognitive load was ineffective in improving short-term test grades for VR training, whereas attentional advice for distraction successfully brought higher retention. Therefore, it could be speculated that the problem with IVR was not cognitive overload but a distraction.…”

“…In addition to memory, we also examined the effects of ECL on other aspects: enjoyment and attention allocation. Some studies have demonstrated a negative relationship between external cognitive load, enjoyment (Renninger and Hidi, 2016 ; Chang et al, 2017 ; Lin et al, 2019 ), and attention (Howard and Lee, 2020 ; Wang and Yao, 2020 ; Hughes et al, 2021 ), especially in IVR scenarios.…”

“…The attention allocated to the main content was reduced by some unrelated cognitive effort. Redundant and seductive details that trigger extraneous loads are considered the typical negative side of IVR (Van Der Heijden, 2004 ; Howard and Lee, 2020 ). It is unhelpful to the delivery of target content (i.e., the unknown facts about the Mona Lisa) to take up attention resources (Makransky et al, 2019a ).…”

“…Some competing theories and evidence suggest that high immersion does not always lead to higher ECL (Andersen et al, 2016 ; Greenwald et al, 2018 ). ECL is responsible for cognitive outcomes in an immersive environment (Howard and Lee, 2020 ). Makransky et al ( 2019a ) used an EEG to measure cognitive load and found no difference between IVR and 2D screens.…”

The Significant and Challenges of Extended Reality Technologies in Learning and Training during Covid-19 Pandemic

“…Traditional laboratory experiments have always played a prominent and unique role in scientific teaching [47]. In this context, it is worthwhile to consider about VR equipment such as VR HMD headset to be an acceleration in the growth of virtual lab experiments.…”