The Effect of Learning in a Virtual Environment on Explicit and Implicit Memory by Applying a Process Dissociation Procedure

ABSTRACT

Virtual reality-based neuropsychological assessment has unique features that have the potential to increase the level of ecological validity of test results. Based on findings from the literature on the task difficulty of cognitive tasks embedded into virtual environments, we aimed to explore the task difficulty hypothesis of virtual reality in memory assessment. Our main objective was to test for differences or equivalences between performance on explicit and on implicit memory tasks in three learning environments: a computerized measure, a 3D desktop environment, and a 3D virtual environment. Seventy-seven healthy participants, aged between 19 and 39 years old, enrolled in the study and were randomly assigned to the learning conditions and responded to typical virtual reality measures. Outcomes of explicit and implicit memory resulted after applying Process Dissociation Procedure. One-way analysis of variance did not reveal a significant main effect of learning environment on explicit memory performance and equivalence testing showed similar performance on implicit memory across the learning conditions. In our study, both controlled and automatic memory processes were not influenced by the learning environment.

Funding

This work was possible due to the financial support of the Sectorial Operational Program for Human Resources Development 2007–2013, co-financed by the European Social Fund, under the project number POSDRU/159/1.5/S/132400 with the title Young successful researchers – professional development in an international and interdisciplinary environment.

Additional information

Funding

This work was possible due to the financial support of the Sectorial Operational Program for Human Resources Development 2007–2013, co-financed by the European Social Fund, under the project number POSDRU/159/1.5/S/132400 with the title Young successful researchers – professional development in an international and interdisciplinary environment.

Notes on contributors

Alexandra Voinescu

Alexandra Voinescu (formerly Neguţ), Ph.D., is a Research Fellow in Human Factors at the University of the West of England, Bristol, UK. Her expertise is in cognitive psychology and human factors. Key topics are human–computer interaction and the use of virtual reality in clinical and nonclinical practice.

Daniel David

Daniel David, Ph.D., is Director of Research at Albert Ellis Institute and Professor Aaron T. Beck at Babeş-Bolyai University, Romania. His current research is focused on the role of cognitive mechanisms, both explicit and implicit in generating subjective/emotional, behavioral, and psycho-physiological human responses and on technology-driven psychotherapy (i.e., virtual reality therapy; robotherapy).