Abstract
The purpose of this study is to investigate the effects of signaling and prior knowledge on the cognitive loads, motivations, and learning of college students in an immersive virtual reality (IVR) environment. This study applied a 2 (signaling vs. no signaling) by 2 (high vs. low prior knowledge levels) between-subjects factorial design. The results revealed that signaling directed the attention of students with low prior knowledge levels, effectively helped them select relevant information and reduced their cognitive loads, whereas signaling had no significant effect on the cognitive loads, intrinsic motivation, and learning performance of learners with high levels of prior knowledge. These results suggest that IVR environments for students with low prior knowledge levels should reduce cognitive load and improve learning, and signals in the form of text annotations and color changes are recommended for additional support. Students with high prior knowledge levels do not require additional signals to support learning; therefore, the IVR environment needs to be designed in such a way as to be tailored to the individual differences of students.