VR and video instruction groups reported comparable cognitive load in the anatomy lesson¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The difference in global cognitive load between VR and video groups was not statistically significant; no effect size supports a magnitude. → Kaplan-Rakowski 2026 q3 i? Subscale analyses of intrinsic, extraneous, and germane load mirrored the non-significant global result. → Kaplan-Rakowski 2026 (2)

Evidence¶

Kaplan-Rakowski 2026¶

Kaplan-Rakowski, R., Norton, S., & Wojdynski, T. (2026). The impact of high-immersion virtual reality on anatomy learning, enjoyment, presence, and cognitive load. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10676-1

q3 · i? · causal · r2

MANCOVA in the same randomized experiment (N = 91) using eight adapted items from Leppink et al.'s cognitive load tool (alpha .82). The non-significant difference is reported with F (1,89) = .20, p = .65; equivalence was not tested.

"the mean of the group using VR (M = 5.26, SD = 1.63) was slightly lower compared with the group using video (M = 5.30, SD = 1.39). However, that difference in mean values was not statistically significant (F (1,89) = .20, p = .65)."

Kaplan-Rakowski 2026 (2)¶

Kaplan-Rakowski, R., Norton, S., & Wojdynski, T. (2026). The impact of high-immersion virtual reality on anatomy learning, enjoyment, presence, and cognitive load. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10676-1

q3 · i? · causal · r2

Secondary analyses in the same experiment examined the three load subscales separately; descriptively the VR group reported slightly higher intrinsic and germane load and marginally lower extraneous load, all non-significant.

"Additional analyses examining intrinsic, extraneous, and germane cognitive load separately mirrored the insignificant differences observed between groups for the global cognitive load measure."

Discussion¶

Related Claims¶

• High-immersion VR produced a significantly higher sense of presence than video instruction, with a large effect size — related
• Immersion in virtual reality adds extraneous load yet can boost transfer, enjoyment, and motivation while leaving retention unaffected — 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
• VR module matched a textbook on anatomy knowledge at pre-, post- and retention testing while being rated more engaging and motivating (Stepan et al.) — related