Evaluating Objective vs. Subjective Questionnaire Difficulty in Virtual Reality and 2D Web Scenarios

The study contributes to the field of Cognitive Info-communications (CogInfoCom) by highlighting the importance of interface design in managing cognitive load and enhancing user experience. It evaluates task difficulty in virtual reality (VR) and traditional 2D web environments through subjective measures. It explores users’ evaluations of task difficulty, aiming to correlate these perceptions with the complexity of different digital interfaces. Results indicate significant differences in perceived difficulty across environments, with VR generally leading to higher difficulty ratings. Findings suggest that VR environments, particularly those with higher complexity, can increase perceived task difficulty, underscoring the need for careful design to optimize cognitive support and user satisfaction.

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Publication Details

Published
2024-09-16
DOI
https://doi.org/10.1109/coginfocom63007.2024.10894730
Primary Topic
Intelligent Tutoring Systems and Adaptive Learning
Type
article
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article

Evaluating Objective vs. Subjective Questionnaire Difficulty in Virtual Reality and 2D Web Scenarios

Anna Sudár
Intelligent Tutoring Systems and Adaptive Learning
article

Evaluating Objective vs. Subjective Questionnaire Difficulty in Virtual Reality and 2D Web Scenarios

Anna Sudár
article en

Abstract

The study contributes to the field of Cognitive Info-communications (CogInfoCom) by highlighting the importance of interface design in managing cognitive load and enhancing user experience. It evaluates task difficulty in virtual reality (VR) and traditional 2D web environments through subjective measures. It explores users’ evaluations of task difficulty, aiming to correlate these perceptions with the complexity of different digital interfaces. Results indicate significant differences in perceived difficulty across environments, with VR generally leading to higher difficulty ratings. Findings suggest that VR environments, particularly those with higher complexity, can increase perceived task difficulty, underscoring the need for careful design to optimize cognitive support and user satisfaction.

Corvinus University of Budapest (HU)
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Intelligent Tutoring Systems and Adaptive Learning
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