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Reality-based interaction affecting mental workload in virtual reality mental arithmetic training.
- Source :
- Behaviour & Information Technology; Oct2020, Vol. 39 Issue 10, p1062-1078, 17p, 6 Diagrams, 5 Charts, 5 Graphs
- Publication Year :
- 2020
-
Abstract
- The concept of digital game-based learning (DGBL) evolves rapidly together with technological enhancements of virtual reality (VR) and smart phones. However, the mental workload (MWL) that VR-training applications demand and motivational qualities originating from user experience (UX) should be identified in order to create effective and enjoyable training/learning challenges that fit with individual users' capabilities. This study examined the effects of reality-based interaction (RBI) and VR on measures of student motivation and MWL, in a mental arithmetic game for secondary school pupils. In a randomised controlled trial with sixty school children, a mental arithmetic game was tested with three different interaction and two different presentation methods – VR RBI, VR head-mounted-display tapping and tablet flick-gesture. Results found a significant effect of RBI on MWL but no differences in enjoyment of training were found between VR-experience and tablet training-experience. In fact, adding the gaming-context to the mental arithmetic task created an enjoyable, motivating experience regardless of presentation or interaction-style. [ABSTRACT FROM AUTHOR]
- Subjects :
- MATHEMATICS
TASK performance
T-test (Statistics)
DATA analysis
RESEARCH funding
HIGH school students
CONSUMER attitudes
STATISTICAL sampling
QUESTIONNAIRES
TEACHING methods
RANDOMIZED controlled trials
DESCRIPTIVE statistics
MOTIVATION (Psychology)
ONLINE education
ANALYSIS of variance
STATISTICS
CONFIDENCE intervals
LEARNING strategies
SHORT-term memory
VIDEO games
USER interfaces
THOUGHT & thinking
Subjects
Details
- Language :
- English
- ISSN :
- 0144929X
- Volume :
- 39
- Issue :
- 10
- Database :
- Complementary Index
- Journal :
- Behaviour & Information Technology
- Publication Type :
- Academic Journal
- Accession number :
- 145413999
- Full Text :
- https://doi.org/10.1080/0144929X.2019.1641228