Han Jining, Liu Geping, Zheng Qiyu
Faculty of Education, Southwest University, Chongqing, China.
Chaoyang School, Chongqing, China.
Front Psychol. 2023 Feb 21;14:1118174. doi: 10.3389/fpsyg.2023.1118174. eCollection 2023.
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.
本研究的目的是调查在沉浸式虚拟现实（IVR）环境中，信号提示和先验知识对大学生认知负荷、学习动机和学习的影响。本研究采用了2（有信号提示与无信号提示）×2（高先验知识水平与低先验知识水平）的组间析因设计。结果显示，信号提示引导了低先验知识水平学生的注意力，有效地帮助他们选择相关信息并降低了他们的认知负荷，而信号提示对高先验知识水平学习者的认知负荷、内在动机和学习表现没有显著影响。这些结果表明，对于低先验知识水平的学生，IVR环境应降低认知负荷并促进学习，建议以文本注释和颜色变化形式的信号提供额外支持。高先验知识水平的学生不需要额外的信号来支持学习；因此，IVR环境需要以适应学生个体差异的方式进行设计。
