Effect of multitasking and task characteristics interaction on cognitive load and learning outcomes in virtual reality learning environments

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dc.authoridOdabasi, Hatice Ferhan/0000-0003-4362-4609
dc.contributor.authorTugtekin, Ufuk
dc.contributor.authorOdabasi, Hatice Ferhan
dc.date.accessioned2024-08-04T20:53:40Z
dc.date.available2024-08-04T20:53:40Z
dc.date.issued2023
dc.departmentİnönü Üniversitesien_US
dc.description.abstractLearning environments are undergoing a dynamic alteration with the robust impact of technological transformation. Therefore, adapting to dynamic learning settings has now become a key criterion for academic performance. The factors that we know have a detrimental effect on learners' academic performance and cognitive capacity are related to today's traditional learning settings, but the circumstances in interactive learning environments such as virtual reality learning environments remains uncertain. To address this gap, we aimed to investigate the circumstances in virtual reality learning environments by considering both task characteristics and multitasking, both of which have been shown to have controversial effects on cognitive load and academic performance. The research was carried out with a total of 218 participants assigned to one of four treatment groups: (1) Multitasking & Regular Task (f = 59), (2) Multitasking & Hard Task (f = 56), (3) Monotasking & Regular Task (f = 52), and (4) Monotasking & Hard Task (f = 51), all with previous experience in virtual reality learning environments. Learners' working memory capacity and prior knowledge levels were measured as covariate variables. MANCOVA results showed significant differences across the treatment groups, in terms of achievement and retention scores. Findings not only reveal the more need for multifaceted empirical research in the field of education but also indicate that the outcomes of interactive learning environments may differ from those of traditional learning settings.en_US
dc.identifier.doi10.1007/s10639-023-11813-6
dc.identifier.endpage14942en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue11en_US
dc.identifier.scopus2-s2.0-85153049011en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage14915en_US
dc.identifier.urihttps://doi.org/10.1007/s10639-023-11813-6
dc.identifier.urihttps://hdl.handle.net/11616/101302
dc.identifier.volume28en_US
dc.identifier.wosWOS:000984449200003en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEducation and Information Technologiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectMultitaskingen_US
dc.subjectTask characteristicsen_US
dc.subjectVirtual realityen_US
dc.subjectLearning outcomesen_US
dc.subjectCognitive loaden_US
dc.titleEffect of multitasking and task characteristics interaction on cognitive load and learning outcomes in virtual reality learning environmentsen_US
dc.typeArticleen_US

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