153 - Comparing the Cognitive Load of Students Learning via 2-dimensional and 3-dimensional Anatomical Models in Virtual Reality-based Learning Environments

Poster Board Number: 153
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Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Virtual reality-based learning environments (VLEs) offer anatomy students an opportunity to interact with content in 3-dimensions. The intuitive nature of these technologies has been reported to increase student engagement. However, despite the known associations between engagement, confidence, and learning, some reports show that students who learn within VLEs do not demonstrate improved assessment outcomes. Previous work has not yet addressed the impact of cognitive load on student experience and learning in VLEs. Cognitive load can be calculated using recently developed and validated technology—the HP Reverb G2 OMNICEPT head-mounted display (VR headset)—that aggregates facial expression, pupillometry, eye gaze, eye fixation, and heart rate to quantify a total cognitive load score. Here we examined the differences in cognitive load when learning in VLEs via 2-dimensional images versus 3-dimensional models while qualitatively capturing emotional and cognitive engagement. To establish best practices for VLE design and instruction that manage cognitive load, we used mental rotation tests, surveys, and pre/post assessments to explore the effect of spatial ability, previous exposure to anatomy content, and student enthusiasm toward VLEs on student cognitive load. Here we show that cognitive load can be manipulated with VLE design to enhance engagement and learning outcomes. Furthermore, associations between cognitive load score and students' self-reported data suggest that emotional and cognitive engagement are predictive factors of overall cognitive load. These findings encourage instructional designers to maximize physical comfort within VLE design and instructors to prioritize effective motivational strategies to emotionally and cognitively engage the learner.