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

Research output: Contribution to conferencePaperResearchpeer-review

This paper reports findings from a between-subjects experiment that investigates how different learning content representations in virtual environments (VE) affect the process and outcomes of learning. Seventy-eight participants were subjected to an immersive virtual reality (VR) application, where they received identical instructional information, rendered in three different formats: as text in an overlay interface, as text embedded semantically in a virtual book, or as audio. Learning outcome measures, self-reports, and an electroencephalogram (EEG) were used to compare conditions. Results show that reading was superior to listening for the learning outcomes of retention, self-efficacy, and extraneous attention. Reading text from a virtual book was reported to be less cognitively demanding, compared to reading from an overlay interface. EEG analyses show significantly lower theta and higher alpha activation in the audio condition. The findings provide important considerations for the design of educational V environments.
Original languageEnglish
Publication date2020
Number of pages13
Publication statusPublished - 2020
EventCHI 2020 - Honolulu, United States
Duration: 25 Apr 202030 Apr 2020


ConferenceCHI 2020
CountryUnited States
Internet address

ID: 237997762