Investigating the redundancy principle in immersive virtual reality environments: An eye-tracking and EEG study
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Investigating the redundancy principle in immersive virtual reality environments : An eye-tracking and EEG study. / Baceviciute, Sarune; Lucas, Gordon; Terkildsen, Thomas Schjødt; Makransky, Guido.
I: Journal of Computer Assisted Learning, Bind 38, Nr. 1, 2022, s. 120-136.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Investigating the redundancy principle in immersive virtual reality environments
T2 - An eye-tracking and EEG study
AU - Baceviciute, Sarune
AU - Lucas, Gordon
AU - Terkildsen, Thomas Schjødt
AU - Makransky, Guido
PY - 2022
Y1 - 2022
N2 - BackgroundThe increased availability of immersive virtual reality (IVR) has led to a surge of immersive technology applications in education. Nevertheless, very little is known about how to effectively design instruction for this new media, so that it would benefit learning and associated cognitive processing.ObjectivesThis experiment explores if and how traditional instructional design principles from 2D media translate to IVR. Specifically, it focuses on studying the underlying mechanisms of the redundancy-principle, which states that presenting the same information concurrently in two different sensory channels can cause cognitive overload and might impede learning.MethodsA total of 73 participants learned through a specifically-designed educational IVR application in three versions: (1) auditory representation format, (2) written representation format, and (3) a redundancy format (i.e. both written and auditory formats). The study utilized advanced psychophysiological methods of Electroencephalography (EEG) and eye-tracking (ET), learning measures and self-report scales.Results and ConclusionsResults show that participants in the redundancy condition performed equally well on retention and transfer post-tests. Similarly, results from the subjective measures, EEG and ET suggest that redundant content was not found to be more cognitively demanding than written content alone.ImplicationsFindings suggest that the redundancy effect might not generalize to VR as originally anticipated in 2D media research, providing direct implications to the design of IVR tools for education.
AB - BackgroundThe increased availability of immersive virtual reality (IVR) has led to a surge of immersive technology applications in education. Nevertheless, very little is known about how to effectively design instruction for this new media, so that it would benefit learning and associated cognitive processing.ObjectivesThis experiment explores if and how traditional instructional design principles from 2D media translate to IVR. Specifically, it focuses on studying the underlying mechanisms of the redundancy-principle, which states that presenting the same information concurrently in two different sensory channels can cause cognitive overload and might impede learning.MethodsA total of 73 participants learned through a specifically-designed educational IVR application in three versions: (1) auditory representation format, (2) written representation format, and (3) a redundancy format (i.e. both written and auditory formats). The study utilized advanced psychophysiological methods of Electroencephalography (EEG) and eye-tracking (ET), learning measures and self-report scales.Results and ConclusionsResults show that participants in the redundancy condition performed equally well on retention and transfer post-tests. Similarly, results from the subjective measures, EEG and ET suggest that redundant content was not found to be more cognitively demanding than written content alone.ImplicationsFindings suggest that the redundancy effect might not generalize to VR as originally anticipated in 2D media research, providing direct implications to the design of IVR tools for education.
KW - Faculty of Social Sciences
KW - EEG
KW - eye-tracking
KW - immersive virtual reality
KW - learning
KW - redundancy principle
U2 - 10.1111/jcal.12595
DO - 10.1111/jcal.12595
M3 - Journal article
VL - 38
SP - 120
EP - 136
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
SN - 0266-4909
IS - 1
ER -
ID: 291671598