Prior knowledge as a moderator between signaling and learning performance in immersive virtual reality laboratories
The purpose of this study is to investigate the effects of signaling and prior knowledge on the cognitive loads, motivations, and learning of college students in an immersive virtual reality (IVR) environment. This study applied a 2 (signaling vs. no signaling) by 2 (high vs. low prior knowledge lev...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-02-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1118174/full |
| _version_ | 1797901457131831296 |
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| author | Jining Han Geping Liu Qiyu Zheng |
| author_facet | Jining Han Geping Liu Qiyu Zheng |
| author_sort | Jining Han |
| collection | DOAJ |
| description | The purpose of this study is to investigate the effects of signaling and prior knowledge on the cognitive loads, motivations, and learning of college students in an immersive virtual reality (IVR) environment. This study applied a 2 (signaling vs. no signaling) by 2 (high vs. low prior knowledge levels) between-subjects factorial design. The results revealed that signaling directed the attention of students with low prior knowledge levels, effectively helped them select relevant information and reduced their cognitive loads, whereas signaling had no significant effect on the cognitive loads, intrinsic motivation, and learning performance of learners with high levels of prior knowledge. These results suggest that IVR environments for students with low prior knowledge levels should reduce cognitive load and improve learning, and signals in the form of text annotations and color changes are recommended for additional support. Students with high prior knowledge levels do not require additional signals to support learning; therefore, the IVR environment needs to be designed in such a way as to be tailored to the individual differences of students. |
| first_indexed | 2024-04-10T09:01:16Z |
| format | Article |
| id | doaj.art-94c32e44a77e4c3fbcf7e1cbfb00935c |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-10T09:01:16Z |
| publishDate | 2023-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-94c32e44a77e4c3fbcf7e1cbfb00935c2023-02-21T13:41:31ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-02-011410.3389/fpsyg.2023.11181741118174Prior knowledge as a moderator between signaling and learning performance in immersive virtual reality laboratoriesJining Han0Geping Liu1Qiyu Zheng2Faculty of Education, Southwest University, Chongqing, ChinaFaculty of Education, Southwest University, Chongqing, ChinaChaoyang School, Chongqing, ChinaThe purpose of this study is to investigate the effects of signaling and prior knowledge on the cognitive loads, motivations, and learning of college students in an immersive virtual reality (IVR) environment. This study applied a 2 (signaling vs. no signaling) by 2 (high vs. low prior knowledge levels) between-subjects factorial design. The results revealed that signaling directed the attention of students with low prior knowledge levels, effectively helped them select relevant information and reduced their cognitive loads, whereas signaling had no significant effect on the cognitive loads, intrinsic motivation, and learning performance of learners with high levels of prior knowledge. These results suggest that IVR environments for students with low prior knowledge levels should reduce cognitive load and improve learning, and signals in the form of text annotations and color changes are recommended for additional support. Students with high prior knowledge levels do not require additional signals to support learning; therefore, the IVR environment needs to be designed in such a way as to be tailored to the individual differences of students.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1118174/fullimmersive virtual realitysignalingprior knowledgecognitive loadlearning performance |
| spellingShingle | Jining Han Geping Liu Qiyu Zheng Prior knowledge as a moderator between signaling and learning performance in immersive virtual reality laboratories Frontiers in Psychology immersive virtual reality signaling prior knowledge cognitive load learning performance |
| title | Prior knowledge as a moderator between signaling and learning performance in immersive virtual reality laboratories |
| title_full | Prior knowledge as a moderator between signaling and learning performance in immersive virtual reality laboratories |
| title_fullStr | Prior knowledge as a moderator between signaling and learning performance in immersive virtual reality laboratories |
| title_full_unstemmed | Prior knowledge as a moderator between signaling and learning performance in immersive virtual reality laboratories |
| title_short | Prior knowledge as a moderator between signaling and learning performance in immersive virtual reality laboratories |
| title_sort | prior knowledge as a moderator between signaling and learning performance in immersive virtual reality laboratories |
| topic | immersive virtual reality signaling prior knowledge cognitive load learning performance |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1118174/full |
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