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<p>Traditional 2D eye tracking lacks the spatial precision to effectively track visual search behavior on three-dimensional virtual objects. This study employs 3D eye tracking technology to investigate how prior knowledge influences visual search patterns and learning outcomes in immersive virtual reality (IVR)-supported collaborative learning environments. A total of 72 university learners participated in a collaborative IVR physics experiment. Participants were categorized by prior knowledge level into three groups: high prior knowledge homogeneous group (HG), low prior knowledge homogeneous group (LG), and heterogeneous groups (consisting of HHG: heterogeneous high prior knowledge and HLG: heterogeneous low prior knowledge learners). Head-mounted eye-tracking devices recorded participants' visual search behavior during the task. Results indicate that prior knowledge determines distinct visual search patterns despite consistent virtual space and collaborative task constraints. The LG fell into a redundancy trap characterized by high-frequency but redundant shared gaze, which failed to facilitate operational synergy due to collective uncertainty. Conversely, the HG exhibited an economical and stable pattern driven by knowledge symmetry. In heterogeneous groups, substantial visual search convergence emerged as partners aligned their visual strategies, though this revealed an asymmetrical investment. Whereas HHG members reported the lowest cognitive load of all groups, HLG members sustained significantly higher load and reported the least collaborative experience to maintain behavioral alignment. Correlation analysis revealed that saccade count, reflecting active information searching, correlates with knowledge gain, while total fixation duration is positively associated with cognitive load and negatively associated with collaborative experience, serving as a specific indicator of cognitive friction. These findings offer practical insights for designing peer interaction and task support in immersive educational settings.</p>

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How do differences in prior knowledge influence students' visual search patterns and learning outcomes in immersive VR-supported collaborative learning?

  • 期刊论文

  • 发表日期：

    2026年6月3日

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  • Fan Sun,
  • Geping Liu,
  • Jian Liao,
  • Yuying Yang

摘要

Traditional 2D eye tracking lacks the spatial precision to effectively track visual search behavior on three-dimensional virtual objects. This study employs 3D eye tracking technology to investigate how prior knowledge influences visual search patterns and learning outcomes in immersive virtual reality (IVR)-supported collaborative learning environments. A total of 72 university learners participated in a collaborative IVR physics experiment. Participants were categorized by prior knowledge level into three groups: high prior knowledge homogeneous group (HG), low prior knowledge homogeneous group (LG), and heterogeneous groups (consisting of HHG: heterogeneous high prior knowledge and HLG: heterogeneous low prior knowledge learners). Head-mounted eye-tracking devices recorded participants' visual search behavior during the task. Results indicate that prior knowledge determines distinct visual search patterns despite consistent virtual space and collaborative task constraints. The LG fell into a redundancy trap characterized by high-frequency but redundant shared gaze, which failed to facilitate operational synergy due to collective uncertainty. Conversely, the HG exhibited an economical and stable pattern driven by knowledge symmetry. In heterogeneous groups, substantial visual search convergence emerged as partners aligned their visual strategies, though this revealed an asymmetrical investment. Whereas HHG members reported the lowest cognitive load of all groups, HLG members sustained significantly higher load and reported the least collaborative experience to maintain behavioral alignment. Correlation analysis revealed that saccade count, reflecting active information searching, correlates with knowledge gain, while total fixation duration is positively associated with cognitive load and negatively associated with collaborative experience, serving as a specific indicator of cognitive friction. These findings offer practical insights for designing peer interaction and task support in immersive educational settings.