Pre‐training interventions to counteract seductive details in virtual reality training programs

Abstract

AbstractWe propose that (a) certain aspects of virtual reality (VR) training programs are seductive details, (b) these seductive details prompt trainee distraction and/or cognitive overload, and (c) pre‐training interventions can benefit learning from VR training programs by targeting these mechanisms. In Study 1, we apply a meta‐cognitive strategy pre‐training intervention, which targets distraction, and a habituation pre‐training intervention, which targets cognitive overload. Habituation had no effect, whereas meta‐cognitive strategies worsened learning. Qualitative results indicated the meta‐cognitive strategy intervention prompted trainees to become more cognitively engaged in the distracting seductive details of the VR training program. In Study 2, we tested an alternative pre‐training intervention, attentional advice, to reduce distraction and increase learning. The attentional advice pre‐training intervention was successful, as trainees demonstrated greater learning when provided attentional advice. Together, all proposals were supported. VR can contain seductive details that cause distraction, and attentional advice can improve learning by reducing distraction.