Navigating Cognitive Demand in Virtual Reality: Implications for Education and Training

Abstract

In this paper we discuss the relationship between cognitive processing demands and virtual reality. Advancements in technology and cost efficiency are driving the implementation of immersive virtual reality (I-VR) in training and education, offering an experiential method for learning complex skills and knowledge that would otherwise be too costly or dangerous. However, technological innovations have overshadowed the need to thoughtfully integrate learning theories in the development of I-VR. We discuss the concept of cognitive processing demands (CPD) to help address this gap. This is a general term that encompasses related concepts such as workload, mental effort, working memory, attention, used here to capture cognitive resource allocation in I-VR learning environments. This paper aims to deepen our understanding of CPD in I-VR by synthesizing research from varied theoretical perspectives and offering evidence-based recommendations to improve our understanding, enhance learning outcomes, and outline future directions for the research community.