Higher Levels of Immersion Improve Procedure Memorization Performance

@inproceedings{Bowman2009HigherLO,
  title={Higher Levels of Immersion Improve Procedure Memorization Performance},
  author={Doug A. Bowman and Ajith Sowndararajan and Eric D. Ragan and Regis Kopper},
  booktitle={EGVE/ICAT/EuroVR},
  year={2009}
}
Researchers have proposed that immersion could have advantages for tasks involving abstract mental activities, such as conceptual learning; however, there are few empirical results that support this idea. We hypothesized that higher levels of immersion would benefit such tasks if the mental activity can be mapped to objects or locations in a 3D environment. To investigate this hypothesis, we performed an experiment in which participants memorized procedures in a virtual environment and then… 

Figures and Tables from this paper

The Effects of Higher Levels of Immersion on Procedure Memorization Performance and Implications for Educational Virtual Environments

The results suggest that, for procedure memorization tasks, increasing the level of immersion even to moderate levels, such as those found in head mounted displays (HMDs) and display walls, can improve performance significantly compared to lower levels of immersion.

Supporting Memorization and Problem Solving with Spatial Information Presentations in Virtual Environments

The results of these two experiments suggest that supplemental spatial information can support performance improvements for cognitive processing and learning-based activities, but its effectiveness is dependent on the nature of the task and a meaningful use of space.

Level of immersion affects spatial learning in virtual environments: results of a three-condition within-subjects study with long intersession intervals

Virtual reality and immersive technologies are used in a variety of learning and training applications. However, higher levels of immersion do not always improve learning. The mixed results in the

The Effect of Environmental Features, Self-Avatar, and Immersion on Object Location Memory in Virtual Environments

Results indicate that, when learning in low detail VEs, there is no difference in performance between participants using HMD and desktop systems, and providing the participant with a virtual body had a negative impact on performance.

The effectiveness of training in virtual environments

The overall conclusion is that virtual training can yield a resulting performance that is superior to other, more traditional training formats, and is suggested for the design of such virtual environments.

Investigating Representation of Text and Audio in Educational VR using Learning Outcomes and EEG

Results show that reading was superior to listening for the learning outcomes of retention, self-efficacy, and extraneous attention and provide important considerations for the design of educational VR environments.

Human field of regard, field of view, and attention bias

Age-Related Differences With Immersive and Non-immersive Virtual Reality in Memory Assessment

The results show that the senior performances were superior when using the non-immersive desktop platform, which implies that highly immersive technology has good acceptance among aging adults, and might have implications for the further use of HMD in cognitive assessment and remediation.

Instructional Developments and Progress for Open and Equal Access for Learning

This chapter emphasizes some instructional developments and progress for open and equal access and specifically learning with virtual reality which is very helpful for learning, and explains the differences between the virtual and augmented learning.

Eyestrain impacts on learning job interview with a serious game in virtual reality: a randomized double-blinded study

Purpose: This study explores eyestrain and its possible impacts on learning performances and quality of experience using different apparatuses and imaging. Materials and Methods: 69 participants

References

SHOWING 1-10 OF 37 REFERENCES

Quantifying the benefits of immersion for procedural training

It is hypothesize that the higher level of immersion helped users to memorize the complex procedure by providing enhanced spatial cues, leading to the development of an accurate mental map that could be used as a memory aid.

The Effects of Levels of Immersion on Memory and Presence in Virtual Environments: A Reality Centered Approach

Memory awareness states' analysis gave an invaluable insight into "how" participants remembered both communicated information and space, as opposed to "what," most interestingly across specific conditions where results for presence and accurate memory recall were not proven to be significant.

The virtual playground: an educational virtual reality environment for evaluating interactivity and conceptual learning

Results suggest that the fully interactive VE aided children in problem solving but did not provide a strong evidence of conceptual change as expected; rather, it was the passive VR environment, where activity was guided by a virtual robot, that seemed to support student reflection and recall, leading to indications of conceptual changes.

The perception of spatial layout in real and virtual worlds.

The present experiment examined participant's ability to reproduce a complex spatial layout of objects having experienced them previously under different viewing conditions and suggested that the situation model resulting from interaction with a virtual environment was indistinguishable from interactionWith real objects at least within the constraints of the present procedure.

The specificity of memory enhancement during interaction with a virtual environment.

Two experiments investigated differences between active and passive participation in a computer-generated virtual environment in terms of spatial memory, object memory, and object location memory. It

The Effect of Memory Schemas on Object Recognition in Virtual Environments

Prior theoretical work on memory schemas, an influential concept of memory from the field of cognitive psychology, is presented for application to fidelity of computer graphics simulations. The basic

ScienceSpace: virtual realities for learning complex and abstract scientific concepts

Three virtual worlds built to investigate the effect of immersive, multisensory computer-generated experiences on learning topics in science suggest that students can improve their mastery of abstract concepts through the use of virtual environments that have been designed for learning.

A Model for Understanding How Virtual Reality Aids Complex Conceptual Learning

A general model is presented that describes how the interplay between virtual reality's features and other important factors in shaping the learning process and learning outcomes for this type of material work together.

The Educational Value of an Information-Rich Virtual Environment

Results indicate that students who used the virtual environment had higher test scores than those who only attended a lecture on the material and Trends suggest that the virtual experience allowed students to learn information directly and also equipped them to better learn and understand material from a traditional lecture.

Reevaluating stereo and motion cues for visualizing graphs in three dimensions

A graph comprehension study using a very high resolution stereoscopic display that examined the effect of stereo, kinetic depth and using 3D tubes versus lines to display the links to show a much greater benefit for 3D viewing than previous studies.