The Impact of Levels of Immersion on Learning: Electrodermal Activity and Eye-Tracking Study

Liat Liberman; Idit Adler; Ilana Dubovi

The Impact of Levels of Immersion on Learning: Electrodermal Activity and Eye-Tracking Study

Liat Liberman, Idit Adler, Ilana Dubovi

Tel Aviv University

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

The current study aims to provide insights into the impact of Virtual Reality (VR) immersion levels on students' learning processes and outcomes. A quasi-experimental design was utilized to compare two conditions: a high-immersive VR simulation using a head-mounted display, and a low-immersive VR simulation using a desktop display. Analysis revealed no significant differences in the perceived sense of presence and in post-test knowledge, regardless of the level of immersion. Analysis of electrodermal activity (EDA) peaks, which indicate cognitive effort, revealed significantly more EDA peaks throughout the learning process with high-immersive VR. Similarly, the results of blink rate metrics, which decrease during cognitive effort, showed significantly fewer blinks for high-immersive VR. Hence, this study suggests that low-immersive VR, which is more accessible in terms of cost and implementation, might demand less cognitive effort and be at least as effective as high-immersive VR in terms of immediate knowledge retention.

Original language	English
Title of host publication	ISLS Annual Meeting 2023
Subtitle of host publication	Building Knowledge and Sustaining our Community - 17th International Conference of the Learning Sciences, ICLS 2023, Proceedings
Editors	Paulo Blikstein, Jan Van Aalst, Rita Kizito, Karen Brennan
Publisher	International Society of the Learning Sciences (ISLS)
Pages	830-833
Number of pages	4
ISBN (Electronic)	9781737330677
State	Published - 2023
Externally published	Yes
Event	17th International Conference of the Learning Sciences, ICLS 2023 - Montreal, Canada Duration: 10 Jun 2023 → 15 Jun 2023

Publication series

Name	Computer-Supported Collaborative Learning Conference, CSCL
ISSN (Print)	1573-4552

Conference

Conference	17th International Conference of the Learning Sciences, ICLS 2023
Country/Territory	Canada
City	Montreal
Period	10/06/23 → 15/06/23

Bibliographical note

Publisher Copyright:
© ISLS.

Cite this

Liberman, L., Adler, I., & Dubovi, I. (2023). The Impact of Levels of Immersion on Learning: Electrodermal Activity and Eye-Tracking Study. In P. Blikstein, J. Van Aalst, R. Kizito, & K. Brennan (Eds.), ISLS Annual Meeting 2023: Building Knowledge and Sustaining our Community - 17th International Conference of the Learning Sciences, ICLS 2023, Proceedings (pp. 830-833). (Computer-Supported Collaborative Learning Conference, CSCL). International Society of the Learning Sciences (ISLS).

Liberman, Liat ; Adler, Idit ; Dubovi, Ilana. / The Impact of Levels of Immersion on Learning : Electrodermal Activity and Eye-Tracking Study. ISLS Annual Meeting 2023: Building Knowledge and Sustaining our Community - 17th International Conference of the Learning Sciences, ICLS 2023, Proceedings. editor / Paulo Blikstein ; Jan Van Aalst ; Rita Kizito ; Karen Brennan. International Society of the Learning Sciences (ISLS), 2023. pp. 830-833 (Computer-Supported Collaborative Learning Conference, CSCL).

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abstract = "The current study aims to provide insights into the impact of Virtual Reality (VR) immersion levels on students' learning processes and outcomes. A quasi-experimental design was utilized to compare two conditions: a high-immersive VR simulation using a head-mounted display, and a low-immersive VR simulation using a desktop display. Analysis revealed no significant differences in the perceived sense of presence and in post-test knowledge, regardless of the level of immersion. Analysis of electrodermal activity (EDA) peaks, which indicate cognitive effort, revealed significantly more EDA peaks throughout the learning process with high-immersive VR. Similarly, the results of blink rate metrics, which decrease during cognitive effort, showed significantly fewer blinks for high-immersive VR. Hence, this study suggests that low-immersive VR, which is more accessible in terms of cost and implementation, might demand less cognitive effort and be at least as effective as high-immersive VR in terms of immediate knowledge retention.",

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Liberman, L, Adler, I & Dubovi, I 2023, The Impact of Levels of Immersion on Learning: Electrodermal Activity and Eye-Tracking Study. in P Blikstein, J Van Aalst, R Kizito & K Brennan (eds), ISLS Annual Meeting 2023: Building Knowledge and Sustaining our Community - 17th International Conference of the Learning Sciences, ICLS 2023, Proceedings. Computer-Supported Collaborative Learning Conference, CSCL, International Society of the Learning Sciences (ISLS), pp. 830-833, 17th International Conference of the Learning Sciences, ICLS 2023, Montreal, Canada, 10/06/23.

The Impact of Levels of Immersion on Learning: Electrodermal Activity and Eye-Tracking Study. / Liberman, Liat; Adler, Idit; Dubovi, Ilana.
ISLS Annual Meeting 2023: Building Knowledge and Sustaining our Community - 17th International Conference of the Learning Sciences, ICLS 2023, Proceedings. ed. / Paulo Blikstein; Jan Van Aalst; Rita Kizito; Karen Brennan. International Society of the Learning Sciences (ISLS), 2023. p. 830-833 (Computer-Supported Collaborative Learning Conference, CSCL).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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Liberman L, Adler I, Dubovi I. The Impact of Levels of Immersion on Learning: Electrodermal Activity and Eye-Tracking Study. In Blikstein P, Van Aalst J, Kizito R, Brennan K, editors, ISLS Annual Meeting 2023: Building Knowledge and Sustaining our Community - 17th International Conference of the Learning Sciences, ICLS 2023, Proceedings. International Society of the Learning Sciences (ISLS). 2023. p. 830-833. (Computer-Supported Collaborative Learning Conference, CSCL).

The Impact of Levels of Immersion on Learning: Electrodermal Activity and Eye-Tracking Study

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Bibliographical note

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