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

Jost, Patrick; Cobb, Sue; H�mmerle, Isabella

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.

Citation

Jost, P., Cobb, S., & Hämmerle, I. (2020). Reality-based interaction affecting mental workload in virtual reality mental arithmetic training. Behaviour and Information Technology, 39(10), 1062-1078. https://doi.org/10.1080/0144929x.2019.1641228

• Journal Article Type: Article
• Acceptance Date: Jul 3, 2019
• Online Publication Date: Aug 7, 2019
• Publication Date: 2020
• Deposit Date: Sep 30, 2019
• Publicly Available Date: Aug 8, 2020
• Journal: Behaviour & Information Technology
• Print ISSN: 0144-929X
• Electronic ISSN: 1362-3001
• Publisher: Taylor and Francis
• Peer Reviewed: Peer Reviewed
• Volume: 39
• Issue: 10
• Pages: 1062-1078
• DOI: https://doi.org/10.1080/0144929x.2019.1641228
• Keywords: Human-Computer Interaction; Arts and Humanities (miscellaneous); General Social Sciences; Developmental and Educational Psychology
• Public URL: https://nottingham-repository.worktribe.com/output/2467374
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/0144929X.2019.1641228
• Additional Information: Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=tbit20; Received: 2018-10-22; Accepted: 2019-07-03; Published: 2019-08-07; ; This is an Accepted Manuscript of an article published by Taylor & Francis in Behaviour & Information Technology on 7 Aug 2019, available online: http://www.tandfonline.com/10.1080/0144929x.2019.1641228