Virtual reality is a powerful instructional design to support astronomy learning in science education. Learners with different spatial abilities may vary in learning outcomes due to processing information of 2D and VR learning materials differently. This study aims to explore the differences of learning outcomes and the cognitive load of processing 2D and VR astronomy learning materials between students who differ in spatial abilities. Twenty-four university students (males = 11; mean age = 25) participated in this study. All participants completed the spatial ability questionnaire and a pre-test prior the experiment. While connected to an electroencephalogram (EEG) Smart BCI system, they watched a 2D and a VR display of identical astronomy learning material respectively, followed by a post-test. The parietal theta wave as recorded as the cognitive load index (CLI). The results showed no significant difference of learning performance after watching the 2D and VR learning material between high spatial ability (HSA) and low spatial ability (LSA) groups. However, cognitive load in the LSA group was higher than HSA group when reading 2D learning materials. These findings have implications for understanding the cognitive processes of 2D and VR astronomy lessons and for advancing the science instructions using VR.

Authors:
Chin-Fei Huang, National Kaohsiung Normal University, Taiwan
Chloe Shu-Hua Yeh, Bath Spa University, United Kingdom
Chao-Chun Ke, National Kaohsiung Normal University, Taiwan

About the Presenter(s)
My name is Ke Chao-Chun, studying in the master's class at the Institute of Science Education and Environmental Education of National Kaohsiung Normal University, R.O.C.My current research uses brain waves to explore cognitive load in students.

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