Abstract

This study investigated the impact of decontextualized learning on memory recall and retention within virtual reality (VR) environments. Forty-six healthy young adult participants, both male and female, were randomly assigned to either a consistent VR learning condition (n = 23) or a diverse VR learning condition (n = 23). Both groups were exposed to the same set of 30 nonwords and their definitions across three learning phases. The participants in the consistent condition remained in the same VR environment throughout the study, while the participants in the diverse condition experienced three different VR environments. Immediate and delayed post-tests were conducted in unique environments to assess recall and retention. Results indicate that participants in both conditions performed equally on measures of recall and retention of the nonwords. These findings indicate that further investigation into the complexities of decontextualized learning is needed to understand its nuanced effects on memory recall and retention, potentially considering the effects of additional factors such as the number of environments, practice time, and sleep quality.

Degree

College and Department

David O. McKay School of Education; Communication Disorders

Rights

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