Tactile-Driven Prompting for VR Learning: Effects of Vibration-Based EEG Feedback on Students' Attention, Performance and Behaviour Patterns
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| Title: | Tactile-Driven Prompting for VR Learning: Effects of Vibration-Based EEG Feedback on Students' Attention, Performance and Behaviour Patterns |
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| Language: | English |
| Authors: | Zi-Han Hui (ORCID |
| Source: | Journal of Computer Assisted Learning. 2026 42(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Simulation, Attention Control, English for Special Purposes, College Students, Geography, Brain, Feedback (Response), Performance, Behavior, Cues, Tactual Perception, Stimuli, Vocabulary Development, Retention (Psychology) |
| DOI: | 10.1002/jcal.70204 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: Sustained attention is essential for effective learning, especially in virtual reality (VR) environments with a high degree of operational freedom. Electroencephalogram (EEG) feedback has proven effective in terms of monitoring and regulating students' attentional states. However, EEG feedback faces implementation challenges in VR environments. Auditory feedback may interfere with voice-based learning content, while visual feedback can exacerbate the cognitive load in visually rich environments. Objective: The aim was to explore methods that would help students maintain attention in the VR learning environment (including voice learning or voice guidance from virtual characters), thereby enhancing learning effectiveness. Method: This study proposed and integrated a vibration-based EEG feedback mechanism into a VR learning system. Grounded in the Cognitive Theory of Multimedia Learning, this approach leverages tactile prompts to avoid sensory conflict. A quasi-experiment involving 64 university students was subsequently conducted in an English for Geography course. Of the participants, 32 were exposed to a VR environment incorporating the vibration-based EEG feedback, while the other 32 used the same VR environment without the feedback. The data collection included students' attention levels, performance, and learning behaviours. Systematic records and interviews were used to retrace the students' states when the vibration feedback was triggered. Results and Conclusions: Results showed that students in the VR learning system with vibration-based EEG feedback exhibited higher attention levels, improved vocabulary memory and retention, and more structured behaviour patterns such as review and evaluation, planned learning and refocusing after EEG feedback. This study innovates EEG feedback in VR environments, providing a design reference to promote VR-based learning. In addition, the results of identified scenarios and subjective reasons for inattention will help in the design of future language VR environments and learning activities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500526 |
| Database: | ERIC |
| Abstract: | Background: Sustained attention is essential for effective learning, especially in virtual reality (VR) environments with a high degree of operational freedom. Electroencephalogram (EEG) feedback has proven effective in terms of monitoring and regulating students' attentional states. However, EEG feedback faces implementation challenges in VR environments. Auditory feedback may interfere with voice-based learning content, while visual feedback can exacerbate the cognitive load in visually rich environments. Objective: The aim was to explore methods that would help students maintain attention in the VR learning environment (including voice learning or voice guidance from virtual characters), thereby enhancing learning effectiveness. Method: This study proposed and integrated a vibration-based EEG feedback mechanism into a VR learning system. Grounded in the Cognitive Theory of Multimedia Learning, this approach leverages tactile prompts to avoid sensory conflict. A quasi-experiment involving 64 university students was subsequently conducted in an English for Geography course. Of the participants, 32 were exposed to a VR environment incorporating the vibration-based EEG feedback, while the other 32 used the same VR environment without the feedback. The data collection included students' attention levels, performance, and learning behaviours. Systematic records and interviews were used to retrace the students' states when the vibration feedback was triggered. Results and Conclusions: Results showed that students in the VR learning system with vibration-based EEG feedback exhibited higher attention levels, improved vocabulary memory and retention, and more structured behaviour patterns such as review and evaluation, planned learning and refocusing after EEG feedback. This study innovates EEG feedback in VR environments, providing a design reference to promote VR-based learning. In addition, the results of identified scenarios and subjective reasons for inattention will help in the design of future language VR environments and learning activities. |
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| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1002/jcal.70204 |
