A Comparative Study of Cognitive Effects Between Immersive and Flat Display Interfaces
Year: 2026
Type: conference-paper
Study designs: Randomized Controlled Trial, Clinical Trial
Abstract: The rapid adoption of immersive technologies like virtual reality (VR) in knowledge dissemination contrasts with the enduring use of traditional flat panels (e.g., exhibition boards), yet systematic comparisons of their cognitive impacts remain underexplored, particularly in lifelong education contexts. This study investigates the differences between VR and flat interfaces in knowledge retention rates, cognitive load, and user experience through a randomized controlled experiment. Sixty participants were assigned to either a VR group (interactive 3D learning via HTC Vive Pro 2) or a traditional panel group (printed infographics). Quantitative data from knowledge tests (immediate and one-week delayed) and NASA-TLX scales, combined with qualitative interviews, revealed two key findings: (1) VR significantly enhances learning interest and user retention through immersive environments$(\mathrm{p}<0.05)$, yet its long-term applicability is constrained by interface complexity and ergonomic discomfort; (2) Cognitive load exhibits a complementary pattern between groups. VR reduces mental demand but introduces operational burdens, whereas traditional methods maintain cognitive equilibrium but lack innovative incentives; (3) The traditional interfaces supported stable long-term knowledge retention through lower cognitive load, while VR, despite higher cognitive demands, enhanced retention via interaction proficiency, highlighting a trade-off between immersion and cognitive efficiency. These results challenge the assumption of universal VR superiority and propose a context-dependent framework for interface selection-recommending VR for short-term skill training and flat displays for dense informational content. The findings provide empirical guidelines for educators and exhibition designers to optimize cognitive outcomes through evidence-based media choices.
Authors: Siyang Liu, Jian Guo, Peng Cui, Qifan Zheng
Institution: Dalian Art College
Language: English
Subfield: Human-Computer Interaction
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7201859641