Learning about Anne Frank in Virtual Reality: Investigating the Role of Cognitive Load

Learning in VR has become important. Previous research has often focused on relationships that examine the direct effects of different technologies on learning. Little research has been conducted on more complex constellations of learning-related variables. Therefore, this study aims to consider - next to the direct effects of VR technologies - the mediating effects of learning processes (here: cognitive load). 132 students were assigned to different VR technologies (HMD vs. laptop). The VR content dealt with the exploration of the hiding place of Anne Frank. Questionnaires were used to collect data including knowledge gain, evaluation, and cognitive load.
A significant main effect of VR technology was uncovered. The results differ depending on the learning indicator. Mediating effects through cognitive load were also discovered. Thus, cognitive load can explain the relationships between VR technology and learning.