Sequencing Immersive Simulations for Cybersecurity: Task Complexity and Efficiency

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Abstract

Virtual reality (VR) is increasingly used for safety training, yet how different orders of pre-instruction and VR shape learning remains unclear. We invited two course sections (N=44) for a lab study to complete the vehicle security PPT lesson and two VR scenarios in opposite orders (PPT→VR vs. VR→PPT; Scenario 1 more complex than Scenario 2). Which modality came first did not change Scenario 1 scores, attempts, or time. In Scenario 2, the PPT→VR group achieved higher scores with fewer attempts, while VR→PPT learners often revisited nonessential panels. Also, perceived ease of use related to self-efficacy and fewer attempts, especially when PPT preceded VR. Post-hoc comments echoed this pattern: VR-first students felt a brief PPT first would have reduced confusion.

Authors

• Taehyun Kim, Utah State University

• Hyunju Oh, University of Florida

• Mustafa Mohammad Shaky, University of Florida

• Janise McNair, University of Florida

• Rui Guo, University of Florida

• Wanli Xing, University of Florida

• Sandip Ray, University of Florida