Effects of guided and unguided style learning on user attention in a virtual environment

Abstract

In this paper, I investigated the effects of guided and unguided style VR learning on user attention and retained knowledge. I conducted a study where users performed guided or unguided style learning in the virtual environment while user attention was measured through physiological sensors (EEG, ECG, and GSR) and an eye tracking system. The virtual environment contained the five specific events associated with different stimuli, but the guided task was designed to provide the specific goals whereas the unguided task asked the user to actively search for the interesting items. After taking the experiments, I evaluated subjects`` attentions, workload, feelings and memories by using four physiological sensors, video analysis, posttest survey and VR (YG log) information such as navigations and snapshots with which subjects provided during the VR experiences. The results showed that the unguided task followed by the guided task made a considerable learning effect by giving a preview to the user. Moreover, guided task takes subjects more attention and mental workload rather than unguided task. In additions, tactile feedback, sudden view point change, moving and bright color played an important factor in increasing human attention states that also induced enhancing human memory about VR experience.