Dataset Information

Environment Context Variability and Incidental Word Learning: A Virtual Reality Study.

ABSTRACT: Previous research has shown that changes in the scenarios in which something is learned and recalled, respectively, may result in a subpar performance in memory recollection. The current study aimed to evaluate how changes in the visuo-perceptual environmental learning context impact incidental vocabulary learning. To this end, a highly immersive virtual reality setting was created, and participants were required to read eight distinct stories visually presented to them. A novel word was delivered twice in every paragraph and embedded in each story. Stories could be displayed either in a high variability condition, where each paragraph was shown in a new environment context (four different classrooms) or in a low variability condition, where each paragraph was shown in the same context. The findings obtained across four assessment tasks (free recall, recognition, picture matching, and sentence completion) demonstrated that significant visuo-perceptual variability did not bring about any disadvantages in word learning. Thus, perceptual information from a physically diverse environment could provide a variety of instructional and educational beneficial possibilities in the absence of a learning disadvantage.

SUBMITTER: Rocabado F

PROVIDER: S-EPMC9688041 | biostudies-literature | 2022 Nov

REPOSITORIES: biostudies-literature

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Environment Context Variability and Incidental Word Learning: A Virtual Reality Study.

Rocabado Francisco F González Alonso Jorge J Duñabeitia Jon Andoni JA

Brain sciences 20221108 11

Previous research has shown that changes in the scenarios in which something is learned and recalled, respectively, may result in a subpar performance in memory recollection. The current study aimed to evaluate how changes in the visuo-perceptual environmental learning context impact incidental vocabulary learning. To this end, a highly immersive virtual reality setting was created, and participants were required to read eight distinct stories visually presented to them. A novel word was deliver ...[more]

PMID: 36358442

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Project description:PurposeVirtual Reality (VR) has proven to be an effective tool for motor (re)learning. Furthermore, with the current commercialization of low-cost head-mounted displays (HMDs), immersive virtual reality (IVR) has become a viable rehabilitation tool. Nonetheless, it is still an open question how immersive virtual environments should be designed to enhance motor learning, especially to support the learning of complex motor tasks. An example of such a complex task is triggering steps while wearing lower-limb exoskeletons as it requires the learning of several sub-tasks, e.g., shifting the weight from one leg to the other, keeping the trunk upright, and initiating steps. This study aims to find the necessary elements in VR to promote motor learning of complex virtual gait tasks.MethodsIn this study, we developed an HMD-IVR-based system for training to control wearable lower-limb exoskeletons for people with sensorimotor disorders. The system simulates a virtual walking task of an avatar resembling the sub-tasks needed to trigger steps with an exoskeleton. We ran an experiment with forty healthy participants to investigate the effects of first- (1PP) vs. third-person perspective (3PP) and the provision (or not) of concurrent visual feedback of participants' movements on the walking performance - namely number of steps, trunk inclination, and stride length -, as well as the effects on embodiment, usability, cybersickness, and perceived workload.ResultsWe found that all participants learned to execute the virtual walking task. However, no clear interaction of perspective and visual feedback improved the learning of all sub-tasks concurrently. Instead, the key seems to lie in selecting the appropriate perspective and visual feedback for each sub-task. Notably, participants embodied the avatar across all training modalities with low cybersickness levels. Still, participants' cognitive load remained high, leading to marginally acceptable usability scores.ConclusionsOur findings suggest that to maximize learning, users should train sub-tasks sequentially using the most suitable combination of person's perspective and visual feedback for each sub-task. This research offers valuable insights for future developments in IVR to support individuals with sensorimotor disorders in improving the learning of walking with wearable exoskeletons.

Dataset Information

Environment Context Variability and Incidental Word Learning: A Virtual Reality Study.

Publications

Environment Context Variability and Incidental Word Learning: A Virtual Reality Study.

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