By Mincheol Shin
In recent years, XR technologies, such as Virtual Reality (VR) and Augmented Reality (AR), have become integral parts of our daily lives, significantly impacting the ways we learn, interact, and perceive the world. The increasing adoption of VR and AR has particularly caught the attention of researchers and practitioners interested in enhancing educational outcomes.
Photo Credit: Jesper Aggergaard(@aggergakker)
Despite the prevalent grouping of VR and AR in discussions about learning outcomes, it is crucial to recognize their fundamental structural differences. VR provides a sense of ‘being there,’ while AR introduces an object into the existing environment. This structural contrast implies potential variations in how these technologies influence information processing, knowledge acquisition, and attitudes.
Beyond structural differences, various unexplored factors may influence the learning outcomes of XR technologies. Content factors such as virtuality and emotional valence, coupled with individual factors like age, gender, personality, and cultural differences, could moderate the impact of these technologies on learning.
In light of these challenges and opportunities, Dr. Mincheol Shin will lead the new starter grant research project funded by the Dutch government, aiming to uncover how recent XR technologies influence information processing and knowledge acquisition. The project will receive support from experienced researchers in the Department of Communication and Cognition, including multiple faculty members in the NMD track: Dr. ir. Nynke van der Laan, Dr. David Peeters, Dr. Alwin de Rooij, Dr. Jan de Wit, and Dr. Tessa van Leeuwen. Additionally, a postdoctoral researcher will soon join the team.
Utilizing a mixed-methods approach involving experiments and in-depth interviews, alongside psychophysiology and neuropsychology measures, we hope to provide valuable insights into the educational potential of VR and AR. As XR technologies continue to shape our educational landscape, understanding their nuanced effects is crucial. Our research strives to contribute to the ongoing conversation about leveraging these technologies to enhance learning outcomes.