Reality-based interaction affecting mental workload in virtual reality mental arithmetic training |
| |
Authors: | Patrick Jost Sue Cobb Isabella Hämmerle |
| |
Affiliation: | 1. Department of Computer Science, Faculty of Information Technology and Electrical Engineering, Norwegian University of Science and Technology, Trondheim, Norway patrick.jost@ntnu.nohttps://orcid.org/0000-0002-4972-9586;3. Human Factors Research Group, Department of Mechanical, Materials and Manufacturing Engineering, Faculty of Engineering, University of Nottingham, Nottingham, England https://orcid.org/0000-0002-4600-6235;4. User-Centred Technologies Research Centre, University of Applied Sciences Vorarlberg, Dornbirn, Austria |
| |
Abstract: | 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. |
| |
Keywords: | Mental workload virtual reality digital game-based learning reality-based interaction education user experience |
|
|