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Reduced mental load in learning a motor visual task with virtual 3D method
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DOI：10.1111/jcal.12216.png)
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Distance learning is expanding rapidly, fueled by the novel technologies for shared recorded teaching sessions on the Web. Here, we ask whether 3D stereoscopic (3DS) virtual learning environment teaching sessions are more compelling than typical two-dimensional (2D) video sessions and whether this type of teaching results in superior learning. The research goal was to compare learning in 2 virtual learning scenarioson 2D displays and with an identical 3DS scenario. Participants watched a 2D or 3DS video of an instructor demonstrating a box origami paper-folding task. We compared participants' folding test scores and self-assessment questionnaires of the teaching scenarios and calculated their cognitive load index (CLI) based on electroencephalogram measurements during the observation periods. Results showed a highly significant difference between participants' folding test scores, CLI, and self-assessment questionnaire results in 2D compared to 3DS sessions. Our findings indicate that employing stereoscopic 3D technology over 2D displays in the design of emerging virtual and augmented reality applications in distance learning has advantages.
Keyword:
2D versus 3D immersion
cognitive load index
EEG theta and alpha power
immersive virtual learning
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