Segmentation influences learning: a study of knowledge acquisition through virtual reality and 2D video with airport security screeners

Abstract

Immersive virtual reality (VR) learning bears the potential to enhance outcomes by allowing users to experience virtual scenarios as if they were there. At the same time, multimedia learning literature recommends breaking information into meaningful, learner-paced segments rather than presenting learning content continuously. Despite numerous recent studies evaluating VR, essential questions about VR applications in organizational training contexts remain unanswered for practitioners and researchers. This study evaluates critical aspects of learning outcomes, cognitive load, Interest/Enjoyment, and technology acceptance using a 2 × 2 design with media type (2D video vs. head-mounted display VR) and segmentation (continuous vs. segmented) as between-subjects factors, alongside a control group (without training; to evaluate the meffectiveness of the training). The study includes data from 162 airport security screeners. Each experimental condition experienced a multimedia lesson with high contextual relevance and adherence to current instructional design and multimedia theories. Data on post-training Objective Knowledge indicate a significant main effect of segmentation, favoring continuous presentation. Germane Cognitive Load was rated higher in the 2D video than in the VR conditions. We did not observe significant effects on Interest/Enjoyment or aspects of technology acceptance. The Interest/Enjoyment ratings were high across all experimental conditions and strongly correlated with Perceived Usefulness and Behavioral Intention, consistent with recent findings on technology acceptance for immersive technologies. Overall, this study provides valuable insights into the practical implementation of instructional VR applications and encourages further evaluation of learning applications using current VR technology.