Individual differences in executive function affect learning with immersive virtual reality

Background Immersive virtual reality (IVR) is a new technology that could motivate learners, but also could contain distracting elements that increase cognitive demands on learners. In contrast, learning with conventional media, such as a narrated slideshow could be less motivating, but also less distracting. Objectives This experiment investigates: (1) in what situations executive function and working memory capacity play a role in learning in IVR and a slideshow lesson and (2) whether people learn science content better with IVR or with a narrated slideshow lesson. Method Participants watched a lesson on ocean acidification either using a head‐mounted display IVR device or a pre‐recorded narrated slideshow lesson. A week later, they took a test on this material and completed tasks to assess executive function and working memory capacity. Results and Conclusion On a post‐test, there was no difference between IVR and slideshow lessons, but there were differences in the role of executive function in learning with these two media. For students learning in IVR, executive function correlated significantly with post‐test scores, such that learners with stronger executive function did better on the posttest than those with weaker executive function, while for students learning with a slideshow lesson, executive function and working memory capacity did not correlate significantly with posttest scores. This research indicates that it is important to understand how a learner's attentional controls impact their understanding when using IVR for learning. Lay Description What is already know about this topic Immersive virtual reality increases demands on cognition for learners. Immersive virtual reality for learning has inconsistent effects in prior research. Executive function and working memory capacity are important components in processing material while learning. What this paper adds Research focused on the role individual differences play in learning with technology. Using common cognitive assessments to understand the process of learning better. Implications for practice and/or policy Executive function predicted test score for an immersive virtual reality lesson. Use of immersive technology needs to take into account executive function to reduce potential inequity in learning.