Supporting Memorization and Problem Solving with Spatial Information Presentations in Virtual Environments

While it has been suggested that immersive virtual environments could provide benefits for educational applications, few studies have formally evaluated how the enhanced perceptual displays of such systems might improve learning. Using simplified memorization and problem-solving tasks as representative approximations of more advanced types of learning, we are investigating the effects of providing supplemental spatial information on the performance of learning-based activities within virtual environments. We performed two experiments to investigate whether users can take advantage of a spatial information presentation to improve performance on cognitive processing activities. In both experiments, information was presented either directly in front of the participant or wrapped around the participant along the walls of a surround display. In our first experiment, we found that the spatial presentation caused better performance on a memorization and recall task. To investigate whether the advantages of spatial information presentation extend beyond memorization to higher level cognitive activities, our second experiment employed a puzzle-like task that required critical thinking using the presented information. The results indicate that no performance improvements or mental workload reductions were gained from the spatial presentation method compared to a non-spatial layout for our problem-solving task. The results of these two experiments suggest that supplemental spatial information can support performance improvements for cognitive processing and learning-based activities, but its effectiveness is dependent on the nature of the task and a meaningful use of space

Virtuelle Gedächtnispaläste: Der Einfluss der Gestaltung auf die Erinnerungsleistung

This paper is dedicated to the study of an innovative learning software that combines modern technology with an ancient learning method. The introduction briefly describes the current situation on education in the digital transformation and explains how an ancient mnemonic technique, the loci method (or "memory palace"), is being revived in current research. In the traditional version, one must imagine a familiar environment, which then serves as a memory palace. In this memory palace, the learning content is memorized along a route with unusual images. This process is repeated until one is able to walk through the memory palace again in one's mind and "pick up" the contents. The software-supported variant of the loci method is called "virtual memory palace". Here, the training is no longer done in thought, but with the help of a virtual environment, for example on a computer screen. The introduction is followed by theoretical basics on the topics of learning, the loci method, and the aspect of design. This is followed by a structured literature review, which leads to the research question of whether the design of a virtual memory palace has an influence on memory performance. An appropriate research methodology is then evaluated. The argument derives a design-oriented approach used to investigate a research model with multiple cycles and three identified design-relevant domains. The results of the research show that the design of a virtual memory palace does indeed have a significant impact on memory performance. The following implications, hints for future research projects on this topic, as well as a general conclusion are described in the last chapter.Diese Arbeit widmet sich der Untersuchung einer innovativen Lern-Software, die moderne Technologie mit einer antiken Lernmethode verknüpft. Die Einleitung beschreibt in Kürze die aktuelle Situation zum Thema Bildung in der digitalen Transformation und erklärt wie eine antike Mnemotechnik, die Loci-Methode (oder auch „Gedächtnispalast“), in der aktuellen Forschung wiederbelebt wird. In der traditionellen Variante muss man sich eine gewohnte Umgebung vorstellen, die dann als Gedächtnispalast dient. Die Lerninhalte werden in diesem Gedächtnispalast entlang einer Route mit ungewöhnlichen Bildern eingeprägt. Dieser Vorgang wird wiederholt, bis man in der Lage ist seinen Gedächtnispalast in Gedanken erneut abzulaufen, und die Inhalte „abzuholen“. Die softwaregestützte Variante der Loci- Methode nennt sich „virtueller Gedächtnispalast“. Hierbei erfolgt das Training nicht mehr in Gedanken, sondern mithilfe einer virtuellen Umgebung, zum Beispiel an einem Computer Bildschirm. Nach der Einleitung folgen theoretische Grund- lagen zu den Themen Lernen, der Loci-Methode und dem Aspekt Design. Daraufhin wird eine strukturierte Literaturanalyse beschrieben, die in der Forschungsfrage mündet, ob das Design eines virtuellen Gedächtnispalastes einen Einfluss auf die Erinnerungsleistung hat. Danach wird eine passende Forschungsmethodik evaluiert. Die Argumentation leitet eine gestaltungsorientierte Herangehensweise her, die dazu dient ein Forschungsmodell mit mehreren Zyklen und drei identifizierten gestaltungsrelevanten Bereichen zu untersuchen. Die Ergebnisse der Untersuchungen zeigen, dass die Gestaltung eines virtuellen Gedächtnispalastes tatsächlich signifikanten Einfluss auf die Erinnerungsleistung hat. Daraus folgende Implikationen, Hinweise für zukünftige Forschungsvorhaben in diesem Thema, als auch eine allgemeine Schlussfolgerung werden im letzten Kapitel beschrieben

Immersive Ars Memoria: Evaluating the Usefulness of a Virtual Memory Palace

The Method of Loci (also memory palace) is the most powerful mnemonic strategy and was widely analyzed over the last twenty years. Especially, the approach to combine this ancient learning method with modern technology got more and more into the focus of an interdisciplinary research community. Researchers presented their students virtual environments via computer screen or head-mounted displays and instructed them to use these virtual worlds as a template for a memory palace. However, most studies did not investigate the users’ attitude to actually use such a tool in everyday situations. This study addresses this research gap by an experiment and a correlation and regression analysis. Results show significant correlations between the learning success and important factors of the users intention to use a virtual memory palace

An Immersive Memory Palace: Supporting the Method of Loci with Virtual Reality

We investigated the impact of an increased level of immersion on the effectiveness of the method of loci (also memory palace). This is an old memorization strategy which relies on the mental association between the learning content and spatial cues in an environment like an apartment (memory palace). An experiment was conducted in which the participants were assigned to one of two groups. Subjects were instructed to use the method of loci to memorize and recall five lists of words. These lists consisted of eleven words each. The first group was told to use a virtual environment, presented on a laptop, as a template for their memory palace. The second group received an immersive head-mounted-display to explore the memory palace in virtual reality (VR). It was hypothesized and partially shown, that the VR group outperforms the laptop group in terms of accuracy and actual use of the instructed method

Influence of immersion on user's spatial presence and memory in virtual environments

This study examines the influence of immersion on users' sense of spatial presence and spatial memory in virtual environments. The single factor was systematically manipulated in three conditions. A sample of 32 participants was used to test the study hypotheses. This study employed a between-subject design, and participants were randomly assigned to one of the three experimental conditions. The results from statistical analysis of covariance (ANCOVA) revealed the influence of immersion on the spatial presence and spatial memory. The results of this study revealed that higher level of immersion including a wider field of view and the stereoscopic display did lead to a greater sense of presence and improved spatial memory performance. This study has practical implications across various domains including architectural design and visualization, developing virtual reality systems, and training simulators.Includes bibliographical reference

Fidelity metrics for virtual environment simulations based on spatial memory awareness states

This paper describes a methodology based on human judgments of memory awareness states for assessing the simulation fidelity of a virtual environment (VE) in relation to its real scene counterpart. To demonstrate the distinction between task performance-based approaches and additional human evaluation of cognitive awareness states, a photorealistic VE was created. Resulting scenes displayed on a headmounted display (HMD) with or without head tracking and desktop monitor were then compared to the real-world task situation they represented, investigating spatial memory after exposure. Participants described how they completed their spatial recollections by selecting one of four choices of awareness states after retrieval in an initial test and a retention test a week after exposure to the environment. These reflected the level of visual mental imagery involved during retrieval, the familiarity of the recollection and also included guesses, even if informed. Experimental results revealed variations in the distribution of participants’ awareness states across conditions while, in certain cases, task performance failed to reveal any. Experimental conditions that incorporated head tracking were not associated with visually induced recollections. Generally, simulation of task performance does not necessarily lead to simulation of the awareness states involved when completing a memory task. The general premise of this research focuses on how tasks are achieved, rather than only on what is achieved. The extent to which judgments of human memory recall, memory awareness states, and presence in the physical and VE are similar provides a fidelity metric of the simulation in question

Continuous Reinforcement Learning-based Dynamic Difficulty Adjustment in a Visual Working Memory Game

Dynamic Difficulty Adjustment (DDA) is a viable approach to enhance a player's experience in video games. Recently, Reinforcement Learning (RL) methods have been employed for DDA in non-competitive games; nevertheless, they rely solely on discrete state-action space with a small search space. In this paper, we propose a continuous RL-based DDA methodology for a visual working memory (VWM) game to handle the complex search space for the difficulty of memorization. The proposed RL-based DDA tailors game difficulty based on the player's score and game difficulty in the last trial. We defined a continuous metric for the difficulty of memorization. Then, we consider the task difficulty and the vector of difficulty-score as the RL's action and state, respectively. We evaluated the proposed method through a within-subject experiment involving 52 subjects. The proposed approach was compared with two rule-based difficulty adjustment methods in terms of player's score and game experience measured by a questionnaire. The proposed RL-based approach resulted in a significantly better game experience in terms of competence, tension, and negative and positive affect. Players also achieved higher scores and win rates. Furthermore, the proposed RL-based DDA led to a significantly less decline in the score in a 20-trial session

How Spatial Presence in VR Affects Memory Retention and Motivation on Second Language Learning: A Comparison of Desktop and Immersive VR-Based Learning

Virtual Reality (VR) software and hardware are becoming increasingly stable as are the production values for VR content. This progress makes it essential to research the impacts of language learning in VR to provide directions and guidelines for the field of educational technology. This research examines the efficacy of media effects and memory retention in language learning through computer assistance with an increased focus on VR. This paper evaluates the effectiveness of using VR as a method for the second language (L2) learning. It is assumed that VR uses latent acquisition when used for learning L2, increasing memory retention by producing spatial presence and a stronger immersion experience. Thus, the VR method has potential to be an effective novel approach that uses subconscious mechanisms of memory coding, ‘Method of Loci’, to facilitate the acquisition of new words through learning. In order to corroborate it, immersive and desktop learning environments based on VR need to be compared to analyze the media’s impact on constructs, such as spatial presence, memory, enjoyment, and motivation. The Korean language learning module and a test were administered to a group of participants, none of whom had a prior learning experience with the Korean language. The research implication is a positive correlation between media and medium impacts with findings that provide an important foundation in the fields of language education and media communications. Accordingly, L2 learning through VR offers a novel method to learning new languages by facilitating convenience and effectiveness

A Design Science Approach to High Immersive Mnemonic E-learning

Today’s students often have to interact with a lot of information and content, more precisely declarative knowledge, whereas their studying technique often is simple repetition and retention. To facilitate the process of learning the approach of this article is to suggest a novel paradigm of e-learning IS that rely on old memorization strategies. These strategies are based on the mechanism of mental associations like imagery, phonetic similarity or spatial imagination and will be applicable to a vast amount of subjects. In this extended abstract, we describe a mnemonic concept that is meant to encourage further research in mnemonic e-learning. This concept relies on the Method of Loci in combination with a head-mounted display. Due to its highly immersive character, we theorise that a head-mounted display is more appropriate to apply the virtual Method of Loci (vMOL) than a casual desktop display. The application of the vMOL with the help of a desktop display had been analysed in earlier studies. These studies indicated a high potential of the application of a vMOL