The Impact of Simple, Brief, and Adaptive Instructions within Virtual Reality Training: Components of Cognitive Load Theory in an Assembly Task (2507.20943v1)

Abstract: Objective: The study examined the effects of varying all three core elements of cognitive load on learning efficiency during a shape assembly task in virtual reality (VR). Background: Adaptive training systems aim to improve learning efficiency and retention by dynamically adjusting difficulty. However, design choices can impact the cognitive workload imposed on the learner. The present experiments examined how aspects of cognitive load impact training outcomes. Method: Participants learned step-by-step shape assembly in a VR environment. Cognitive load was manipulated across three dimensions: Intrinsic Load (shape complexity), Extraneous Load (instruction verbosity), and Germane Load (adaptive vs. fixed training). In adaptive training (experiment 1), difficulty increased based on individual performance. In fixed training (experiment 2), difficulty followed a preset schedule from a yoked participant. Results: Higher Intrinsic Load significantly increased training times and subjective workload but did not affect retention test accuracy. Extraneous Load modestly impacted training time, with little impact on workload or retention. Adaptive training shortened overall training time without increasing workload or impairing retention. No interactions were observed between the three types of load. Conclusion: Both Intrinsic and Extraneous Load increased training time, but adaptive training improved efficiency without harming retention. The lack of interaction between the elements suggests training benefits can be worth seeking within any of the components of cognitive load. Application: These findings support the use of VR adaptive systems in domains such as manufacturing and military service, where efficient assembly skill acquisition is critical. Tailoring difficulty in real-time can optimize efficiency without compromising learning.