Frontiers in Psychology,
Год журнала:
2022,
Номер
12
Опубликована: Янв. 27, 2022
Immersive
360-degree
video
has
become
a
new
learning
resource
because
of
its
immersive
sensory
experience.
This
study
examined
the
effects
textual
and
visual
cues
on
attention
in
by
using
eye-tracking
equipment
integrated
virtual
reality
head-mounted
display.
Participants
(n
=
110)
were
randomly
assigned
to
one
four
conditions:
(1)
no
cues,
(2)
initial
field
view
(FOV),
(3)
outside
FOV,
(4)
FOV
+
cues.
The
results
showed
that
(annotations
or
annotations
arrows)
helped
learners
achieve
better
outcomes
spend
more
time
focusing
areas
with
In
addition,
found
serious
imbalance
distribution
learners'
each
region
video.
directed
is
much
higher
than
FOV.
Adding
can
effectively
direct
alleviate
distribution.
Consequently,
adding
be
an
appropriate
approach
promote
guide
environments.
provided
insights
into
design
development
instructional
resources.
Computers & Education,
Год журнала:
2022,
Номер
179, С. 104429 - 104429
Опубликована: Янв. 4, 2022
Even
though
learning
refers
to
both
a
process
and
product,
the
former
tends
be
overlooked
in
educational
virtual
reality
(VR)
research.
This
study
examines
of
with
VR
technology
using
Cognitive
Affective
Model
Immersive
Learning
(CAMIL)
as
its
framework.
The
CAMIL
theorizes
that
two
technological
features
VR,
interactivity
immersion,
influence
number
cognitive
affective
variables
may
facilitate
or
hinder
learning.
In
addition,
studies
often
involve
media
comparisons
make
it
difficult
disentangle
relative
effects
on
Therefore,
this
also
aims
provide
insights
concerning
unique
combined
immersion
specified
by
CAMIL.
We
employed
2
×
between-subjects
design
(N
=
153)
manipulated
degree
during
lesson
topic
viral
diseases.
Analyses
variance
(ANOVAs)
were
used
examine
our
interest,
structural
equation
modeling
(SEM)
was
assess
predicted
results
indicated
involves
situational
interest
embodied
Main
and/or
load,
physical
presence
are
reported
addition
interaction
between
agency
findings
evidence
for
suggest
important
additions
model.
These
can
better
understanding
immersive
guide
future
Educational Psychology Review,
Год журнала:
2022,
Номер
34(3), С. 1771 - 1798
Опубликована: Апрель 22, 2022
This
study
describes
and
investigates
the
immersion
principle
in
multimedia
learning.
A
sample
of
102
middle
school
students
took
a
virtual
field
trip
to
Greenland
via
head
mounted
display
(HMD)
or
2D
video
as
an
introductory
lesson
within
6-lesson
inquiry-based
climate
change
intervention.
The
HMD
group
scored
significantly
higher
than
on
presence
(d
=
1.43),
enjoyment
1.10),
interest
.57),
retention
immediate
.61)
delayed
posttest
.70).
structural
equation
model
indicated
that
mediated
pathway
from
instructional
media
posttest,
score,
indicating
these
factors
may
play
different
roles
learning
process
with
immersive
media.
work
contributes
cognitive
affective
learning,
suggests
lessons
can
have
positive
longitudinal
effects
for
Computers & Education,
Год журнала:
2022,
Номер
195, С. 104701 - 104701
Опубликована: Дек. 20, 2022
To
investigate
how
learning
in
immersive
Virtual
Reality
was
designed
contemporary
educational
studies,
this
systematic
literature
review
identified
nine
design
features
and
analysed
219
empirical
studies
on
the
designs
of
activities
with
Reality.
Overall,
technological
for
physical
presence
were
more
readily
implemented
investigated
than
pedagogical
engagement.
Further
analysis
k-means
clustering
revealed
five
approaches
varying
levels
interactivity
openness
tasks,
from
watching
virtual
worlds
passively
to
responding
personalised
prompts.
Such
differences
appeared
stem
different
practical
priorities,
such
as
accessibility,
interactivity,
This
highlights
diversity
task
illustrates
researchers
are
navigating
concerns.
We
recommend
future
recognise
priorities
when
designing
evaluating
also
that
reviews
Reality-based
not
only
by
topics
or
learner
demographics,
but
experiences.
Brain Sciences,
Год журнала:
2025,
Номер
15(2), С. 203 - 203
Опубликована: Фев. 15, 2025
Background/Objectives:
This
systematic
review
integrates
Cognitive
Load
Theory
(CLT),
Educational
Neuroscience
(EdNeuro),
Artificial
Intelligence
(AI),
and
Machine
Learning
(ML)
to
examine
their
combined
impact
on
optimizing
learning
environments.
It
explores
how
AI-driven
adaptive
systems,
informed
by
neurophysiological
insights,
enhance
personalized
education
for
K-12
students
adult
learners.
study
emphasizes
the
role
of
Electroencephalography
(EEG),
Functional
Near-Infrared
Spectroscopy
(fNIRS),
other
tools
in
assessing
cognitive
states
guiding
AI-powered
interventions
refine
instructional
strategies
dynamically.
Methods:
reviews
n
=
103
papers
related
integration
principles
CLT
with
AI
ML
educational
settings.
evaluates
progress
made
neuroadaptive
technologies,
especially
real-time
management
load,
feedback
multimodal
applications
AI.
Besides
that,
this
research
examines
key
hurdles
such
as
data
privacy,
ethical
concerns,
algorithmic
bias,
scalability
issues
while
pinpointing
best
practices
robust
effective
implementation.
Results:
The
results
show
that
significantly
improve
Efficacy
due
managing
load
automatically,
providing
instruction,
adapting
pathways
dynamically
based
data.
Deep
models
Convolutional
Neural
Networks
(CNNs),
Recurrent
(RNNs),
Support
Vector
Machines
(SVMs)
classification
accuracy,
making
systems
more
efficient
scalable.
Multimodal
approaches
system
robustness
mitigating
signal
variability
noise-related
limitations
combining
EEG
fMRI,
Electrocardiography
(ECG),
Galvanic
Skin
Response
(GSR).
Despite
these
advances,
practical
implementation
challenges
remain,
including
considerations,
security
risks,
accessibility
disparities
across
learner
demographics.
Conclusions:
are
epitomes
redefinition
potentials
solid
frameworks,
inclusive
design,
scalable
methodologies
must
inform.
Future
studies
will
be
necessary
refining
pre-processing
techniques,
expanding
variety
datasets,
advancing
developing
high-accuracy,
affordable,
ethically
responsible
systems.
future
AI-enhanced
should
inclusive,
equitable,
various
populations
would
surmount
technological
dilemmas.
Educational Psychology Review,
Год журнала:
2022,
Номер
34(4), С. 2485 - 2541
Опубликована: Май 20, 2022
Abstract
For
more
than
three
decades,
cognitive
load
theory
has
been
addressing
learning
from
a
perspective.
Based
on
this
instructional
theory,
design
recommendations
and
principles
have
derived
to
manage
the
working
memory
while
learning.
The
increasing
attention
paid
in
educational
science
quickly
culminated
need
measure
its
types
of
—
intrinsic,
extraneous,
germane
which
additively
contribute
overall
load.
In
meta-analysis,
four
frequently
used
questionnaires
were
examined
concerning
their
reliability
(internal
consistency)
validity
(construct
criterion
validity).
Results
revealed
that
internal
consistency
subjective
can
be
considered
satisfactory
across
all
questionnaires.
Moreover,
moderator
analyses
showed
estimates
did
not
differ
between
settings,
domains
materials,
presentation
modes,
or
number
scale
points.
Correlations
among
partially
contradict
theory-based
assumptions,
whereas
correlations
with
learning-related
variables
support
assumptions
theory.
particular,
results
seem
three-factor
model
consisting
intrinsic
load,
extraneous
are
discussed
relation
current
trends
for
future
use
experimental
research
suggested.
CHI Conference on Human Factors in Computing Systems,
Год журнала:
2022,
Номер
unknown
Опубликована: Апрель 28, 2022
Pair-learning
is
beneficial
for
learning
outcome,
motivation,
and
social
presence,
so
virtual
reality
(VR)
by
increasing
immersion,
engagement,
interest
of
students.
Nevertheless,
there
a
research
gap
if
the
benefits
pair-learning
VR
can
be
combined.
Furthermore,
it
not
clear
which
influence
has
only
one
or
both
peers
use
VR.
To
investigate
these
aspects,
we
implemented
two
types
systems,
symmetric
system
with
using
an
asymmetric
tablet.
In
user
study
(N=46),
statistically
significantly
provided
higher
player
experience,
lower
intrinsic
cognitive
load,
are
all
important
learning.
Symmetric
systems
performed
equally
well
regarding
highlighting
that
valuable
systems.
We
used
findings
to
define
guidelines
on
how
design
co-located
applications,
including
characteristics
British Journal of Educational Technology,
Год журнала:
2022,
Номер
54(2), С. 467 - 488
Опубликована: Июль 20, 2022
Abstract
Video
is
a
widely
used
medium
in
teacher
training
for
situating
student
teachers
classroom
scenarios.
Although
the
emerging
technology
of
virtual
reality
(VR)
provides
similar,
and
arguably
more
powerful,
capabilities
immersing
lifelike
situations,
its
benefits
risks
relative
to
video
formats
have
received
little
attention
research
date.
The
current
study
randomized
pretest–posttest
experimental
design
examine
influence
video‐
versus
VR‐based
task
on
changing
situational
interest
self‐efficacy
management.
Results
from
49
revealed
that
VR
simulation
led
higher
increments
self‐reported
triggered
management,
but
also
invoked
extraneous
cognitive
load
than
viewing
task.
We
discussed
implications
these
results
pre‐service
education
environments
professional
purposes.
Practitioner
notes
What
already
known
about
this
topic
popular
given
ability
display
situations.
Virtual
immerses
users
situations
has
gained
popularity
recent
years.
Situational
management
vital
teachers'
development.
paper
adds
outperforms
promoting
Student
felt
efficacious
after
participating
VR.
video.
Implications
practice
and/or
policy
an
authentic
environment
needs
ensure
low
load.
