Johnsdorf Marike, Pham Kim Anh, Schmidt Tino, Truong Van Ly, Wohnig Andre, Kisker Joanna, Gruber Thomas, Schöne Benjamin
Experimental Psychology I, Institute of Psychology, Osnabrück University, Osnabrück, Germany.
Front Psychol. 2023 Feb 15;14:1089725. doi: 10.3389/fpsyg.2023.1089725. eCollection 2023.
Integrating new technologies such as Virtual Reality (VR) can contribute to increasing efficiency in several areas relevant to society. VR can be applied in various contexts and has the potential to improve mnemonic processes and memory performance. However, the specific conditions under which VR is more beneficial than conventional learning methods remain unclear. To further investigate the value of VR for mnemonic processing, participants performed a memory task under three different conditions. For that task, they were presented with rules regarding the spatial arrangement of building blocks with a written text or a video in 2D on a screen or in 3D/360° with a head-mounted display. Following the learning session, memory performance was measured by a recognition test involving a multiple-choice questionnaire, in which participants had to mark the correct arrangement of building blocks, and a construction test, in which they had to arrange five different building blocks according to the rules learned. Additionally, participants had to arrange 38 building blocks according to the rules in a free recall test the following day. Surprisingly, results revealed no superiority effect for learning in VR. Instead, learning the rules with the text yielded the best memory performance results, indicating that prior experience with conventional learning methods facilitates declarative knowledge acquisition. Considering previous findings regarding cognitive processing in VR, our results suggest that in passive learning, processing the more salient and personally relevant virtual stimuli in the surrounding VR environment requires more attentional resources. Therefore, VR impairs focusing on the relevant declarative information and impedes the transfer of the learned knowledge to different contexts. When considering to implement VR, the value to the particular domain and specific learning task should be taken into consideration: For learning basic declarative information without actively involving the students, conventional learning methods seem sufficient and more efficient for mnemonic processing compared to new technologies.
整合虚拟现实（VR）等新技术有助于提高与社会相关的多个领域的效率。VR可应用于各种情境，并有潜力改善记忆过程和记忆表现。然而，VR比传统学习方法更有益的具体条件仍不明确。为了进一步研究VR在记忆处理方面的价值，参与者在三种不同条件下执行了一项记忆任务。对于该任务，他们通过书面文本或屏幕上的二维视频或头戴式显示器以3D/360°的形式呈现有关积木空间排列的规则。学习课程结束后，通过涉及多项选择题问卷的识别测试来测量记忆表现，参与者必须在问卷中标记积木的正确排列，以及通过构建测试来测量，在构建测试中他们必须根据所学规则排列五个不同的积木。此外，参与者必须在第二天的自由回忆测试中根据规则排列38个积木。令人惊讶的是，结果显示在VR中学习没有优势效应。相反，通过文本学习规则产生了最佳的记忆表现结果，这表明传统学习方法的先前经验有助于陈述性知识的获取。考虑到先前关于VR中认知处理的研究结果，我们的结果表明，在被动学习中，处理周围VR环境中更突出且与个人相关的虚拟刺激需要更多的注意力资源。因此，VR会妨碍对相关陈述性信息的关注，并阻碍所学知识向不同情境的转移。在考虑实施VR时，应考虑其对特定领域和特定学习任务的价值：对于在不积极让学生参与的情况下学习基本陈述性信息，与新技术相比，传统学习方法在记忆处理方面似乎就足够了，而且效率更高。
