Immersive virtual reality learning and cognitive load: A multiple-day field study

Abstract

Immersive virtual reality (IVR) has the capacity to act as a complement to skill training. Nevertheless, discrepancies in outcomes persist, and field studies evaluating the use of IVR during multi-day training remain scarce. Furthermore, cognitive load has the potential to provide valuable insights into the instructional framework. Yet, it is often overlooked in practice. This study examines cognitive load and its interaction with other individual features (i.e., self-efficacy, presence, cybersickness and learning outcomes) when using IVR during a multiple-day training programme in molecular biology skills. The primary objective is twofold: firstly, to enhance comprehension of the role of cognitive load during multiple day training and, secondly, to refine the instructional framework for the utilisation of IVR within authentic classroom settings. A total of 54 undergraduate students were recruited for the study. Participants were split into three groups: one with only practical training, and two using IVR either before or after the hands-on training. The findings demonstrated no discrepancy in self-efficacy, cognitive load, and learning outcomes between the IVR groups after training. However, IVR groups demonstrated higher levels of cognitive load but lower learning outcomes and self-efficacy scores in comparison to the CTRL group. Correlations were also exhibited between cognitive load, self-efficacy and cybersickness. The moment of implementation of IVR did not have an effect on the assessed variables. However, in contrast to the CTRL group, the implementation of IVR increased the associated cognitive load, which may have influenced the learning process. • An IVR multiple-day field study conducted in authentic classroom settings • Cognitive load and mental demand interact with self-efficacy scores • Higher presence scores do not result in increased cognitive load scores • Cognitive and haptic feedback need to be congruent to foster learning • Directly pairing IVR with hands-on training may induce mental demand and frustration

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