The Role of Complex Learning Interactions and Cognitive Load in Immersive Virtual Reality-based Chemistry Simulations

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division C - Learning and Instruction / Division C - Section 3b: Technology-Based Environments Virtual Poster Session

Abstract

Immersive virtual reality (IVR) engages learners in embodied simulations and holds promise for enhancing STEM skill development. Yet, the effects of interactivity and cognitive load on learning remain unclear. Guided by the Cognitive Affective Model of Immersive Learning (CAMIL), we studied a sample of 45 high school students, with a subgroup of 16 students engaging with HoloLab Champions. We measured declarative and procedural knowledge and skills via pre- and post-tests, cognitive load through self-report, and physical movement using optical flow analysis. Higher cognitive load predicted lower learning outcomes, and interaction varied by task context. Future research should use multimodal data to dynamically adjust task difficulty, feedback timing, and scaffold design, balancing cognitive load and sustaining engagement in IVR learning.

Authors

• Maral Karimi, University of Central Florida

• Megan Wiedbusch, University of Central Florida

• Cameron Marano, University of Central Florida

• Annamarie Broshinan, University of Central Florida

• Tara Brianna Delgado, University of Central Florida

• Marta Sobocinski, University of Oulu

• Natalie Blaize, University of Central Florida

• Romina Jannotti, Trinity Preparatory School

• Roger Azevedo, University of Central Florida