The Effect of Level of Immersion on Learning in a Virtual Maintenance Training Task

Abstract

The purpose of this study was to examine the effect of immersion on four constructs related to learning which included: memory retention, engagement, learning performance in the form of knowledge acquisition, and perceived learning in a virtual maintenance training task. The study posed four research questions and strived to determine how these constructs are impacted by two different levels of immersion during a virtual maintenance training task by means of either (a) a desktop computer and keyboard; Low-immersion Virtual Reality (LiVR) or (b) a virtual reality headset and controllers; High-immersion Virtual Reality (HiVR). To achieve this, a between-subjects experimental design was employed and a sample consisting of 25 participants obtained (LiVR = 14, HiVR = 11). A memory retention quiz, the User Engagement Scale (UES) short-form, A pre-post knowledge assessment, and the Cognitive, Affective and Psychomotor (CAP) were administered to capture the dependent variable learning constructs, with level of immersion acting as the independent variable. Results revealed that engagement was significantly higher in the HiVR condition, with no significant findings among the other three constructs. The findings help inform the aviation research community with respect to virtual environment training for hands-on procedural tasks.