在危机管理中优化沉浸式学习:VR培训的认知和心理机制
Xiaoquan Tang1,2, Norlaila Binti Abdullah Chik2, Lei Tang3
1Shanghai University of Medicine and Health Sciences, Shanghai, China.
Frontiers in psychology
|February 4, 2026
概括
虚拟现实 (VR) 培训提高了危机教育中的决策技能. 沉浸是关键因素,但随着训练时间的延长,其有效性会下降.
科学领域:
- 认知心理学 认知心理学
- 人与计算机的交互
- 教育技术的教育技术
背景情况:
- 虚拟现实 (VR) 培训显示了危机教育的潜力.
- 连接VR培训与改善决策的机制尚未完全理解.
- 本研究探讨了VR培训对决策能力的影响,这种影响以沉浸为媒介,以培训时间为调节.
研究的目的:
- 研究VR培训的认知和心理机制,以提高决策能力.
- 检查沉浸在VR培训与决策关系中的调解作用.
- 评估培训时间对VR培训有效性的调节效应.
主要方法:
- 一项针对352名中国紧急响应专业人员的横截面调查.
- 为参与者选择进行分层随机抽样.
- 结构方程建模 (SEM) 和海斯的过程宏观 (模型 59) 来分析一个调节的调解模型.
主要成果:
- 虚拟现实培训积极预测了决策能力 (β=0.29,p<0.001).
- 沉浸显著调解了VR培训和决策之间的关系 (间接效应β=0.094).
- 训练持续时间对沉浸和决策的联系进行了微小的缓解 (β=-0.14,p=0.054),在较短的时间内,效益最强.
结论:
- 沉浸被经验验证为基于VR的学习中的关键心理机制.
- 培训时间作为影响VR培训有效性的时间边界条件.
- 调查结果通过突出认知负载,时间因素和人与VR互动的重要性,为VR培训设计提供了信息.
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