No difference in intrinsic cognitive load between visual-only and audio-visual text conditions in VR¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The conditions did not differ significantly in intrinsic cognitive load, as hypothesized. → Patrick Albus 2023

Evidence¶

Patrick Albus 2023¶

Patrick Albus, Tina Seufert. (2023). The modality effect reverses in a virtual reality learning environment and influences cognitive load. Instructional Science. https://doi.org/10.1007/s11251-022-09611-7

q3 · i? · causal · r2

ANCOVA on intrinsic cognitive load measured with the Differentiated Cognitive Load Questionnaire immediately after the VR learning session. No significant difference between conditions; equivalence was not tested.

"no significant difference was found between the conditions for ICL (H4: F(1,59) = 2.69, p = .106, ηp2= 0.044)"

Discussion¶

Learner Variables¶

• Working Memory — outcome: instruction changes it

Related Claims¶

• No difference in extraneous cognitive load between modality conditions in VR, contrary to the modality principle — related
• Visual-only text yields higher transfer than audio-visual text in immersive VR — related
• Visual-only text produces higher germane cognitive load than audio-visual text in VR — related
• In an immersive VR learning environment, visual-only text yields higher recall than audio-visual text (reverse modality effect) — related
• Visual-only text also yields higher comprehension than audio-visual text in immersive VR — related
• Bayesian analyses provide strong evidence that the modality effect reverses in VR for recall, comprehension and germane load — related
• Presenting words as spoken narration rather than on-screen text alongside graphics improves learning — related
• Reliability estimates of cognitive load questionnaires did not differ between educational settings, instructional domains, presentation modes, or number of scale points — related
• In one meta-analysis, modality-effect studies using virtual reality head-mounted displays show larger effects than studies using computer screens or audio-tapes — related
• Modality effect sizes differ across fields of study, with social science effects negative and science effects largest — related
• Immersion principle: people do not necessarily learn better in 3D immersive virtual reality than with a corresponding 2D desktop presentation (d = -0.10 across 9 tests) — related