Browsing by Author "Ragan, Eric D."
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- The Effects of Higher Levels of Immersion on Procedure Memorization Performance and Implications for Educational Virtual EnvironmentsRagan, Eric D.; Sowndararajan, Ajith; Kopper, Regis; Bowman, Douglas A. (MIT Press, 2010-12-01)Researchers have proposed that immersion could have advantages for tasks involving abstract mental activities, such as conceptual learning; however, there are few empirical results that support this idea. We hypothesized that higher levels of immersion would benefit such tasks if the mental activity could be mapped to objects or locations in a 3D environment. To investigate this hypothesis, we performed an experiment in which participants memorized procedures in a virtual environment and then attempted to recall those procedures. We aimed to understand the effects of three components of immersion on performance. The results demonstrate that a matched software field of view (SFOV), a higher physical field of view (FOV), and a higher field of regard (FOR) all contributed to more effective memorization. The best performance was achieved with a matched SFOV and either a high FOV or a high FOR, or both. In addition, our experiment demonstrated that memorization in a virtual environment could be transferred to the real world. The results suggest that, for procedure memorization tasks, increasing the level of immersion even to moderate levels, such as those found in head mounted displays (HMDs) and display walls, can improve performance significantly compared to lower levels of immersion. Hypothesizing that the performance improvements provided by higher levels of immersion can be attributed to enhanced spatial cues, we discuss the values and limitations of supplementing conceptual information with spatial information in educational VR.
- Supporting Memorization and Problem Solving with Spatial Information Presentations in Virtual EnvironmentsRagan, Eric D.; Bowman, Douglas A.; Huber, Karl (Department of Computer Science, Virginia Polytechnic Institute & State University, 2011-09-01)While it has been suggested that immersive virtual environments could provide benefits for educational applications, few studies have formally evaluated how the enhanced perceptual displays of such systems might improve learning. Using simplified memorization and problem-solving tasks as representative approximations of more advanced types of learning, we are investigating the effects of providing supplemental spatial information on the performance of learning-based activities within virtual environments. We performed two experiments to investigate whether users can take advantage of a spatial information presentation to improve performance on cognitive processing activities. In both experiments, information was presented either directly in front of the participant or wrapped around the participant along the walls of a surround display. In our first experiment, we found that the spatial presentation caused better performance on a memorization and recall task. To investigate whether the advantages of spatial information presentation extend beyond memorization to higher level cognitive activities, our second experiment employed a puzzle-like task that required critical thinking using the presented information. The results indicate that no performance improvements or mental workload reductions were gained from the spatial presentation method compared to a non-spatial layout for our problem-solving task. The results of these two experiments suggest that supplemental spatial information can support performance improvements for cognitive processing and learning-based activities, but its effectiveness is dependent on the nature of the task and a meaningful use of space.