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Reality-based interaction affecting mental workload in virtual reality mental arithmetic training

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  • Patrick Jost
  • Sue Cobb
  • Isabella Hämmerle

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.

Suggested Citation

  • Patrick Jost & Sue Cobb & Isabella Hämmerle, 2020. "Reality-based interaction affecting mental workload in virtual reality mental arithmetic training," Behaviour and Information Technology, Taylor & Francis Journals, vol. 39(10), pages 1062-1078, October.
    • Handle: RePEc:taf:tbitxx:v:39:y:2020:i:10:p:1062-1078
    DOI: 10.1080/0144929X.2019.1641228
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