A Study of Evaluating VR Learning Styles on User Attention and Memory


The KIPS Transactions:PartB , Vol. 14, No. 2, pp. 119-126, Apr. 2007
10.3745/KIPSTB.2007.14.2.119,   PDF Download:

Abstract

This paper presents a study investigating the effects of VR learning style on user attention and memory. The study involved users performed the guided or unguided style learning in the virtual environment while user attention was measured through physiological sensors (EEG, ECG, and GSR) and an eye tracking system. The users experienced the five specific events in a virtual environment associated with different stimuli, while they were given more specific goals during the guided task whereas they were given one goal asking them to actively search for the interesting items during the unguided task. The subject's attentions, workload, feelings, memories about VR experience were measured by using a variety of physiological sensors during the task, video analysis, and post-test survey. The results showed that the unguided task followed by the guided task made a considerable learning effect by giving a preview effect to the user. Moreover, the guided task drew more user attention and mental workload than the unguided task did.


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Cite this article
[IEEE Style]
K. S. Park and J. Y. Goo, "A Study of Evaluating VR Learning Styles on User Attention and Memory," The KIPS Transactions:PartB , vol. 14, no. 2, pp. 119-126, 2007. DOI: 10.3745/KIPSTB.2007.14.2.119.

[ACM Style]
Kyoung Shin Park and Ja Young Goo. 2007. A Study of Evaluating VR Learning Styles on User Attention and Memory. The KIPS Transactions:PartB , 14, 2, (2007), 119-126. DOI: 10.3745/KIPSTB.2007.14.2.119.