Visualization Techniques in VR for Vocational Education: Comparison of Realism and Diegesis on Performance, Memory, Perception and Perceived Usability

Designing highly realistic and immersive virtual reality (VR) environments has become crucial for enhancing the user experience within human-machine interactions. However, there is limited research regarding the utilization, impact, and influence of different visualization techniques in VR concerning cognition and behavior. This experimental study compares two scenarios: a low-realism (LR) scenario with non-diegetic visual elements and a high-realism (HR) scenario with diegetic visual elements. The experimental context pertains to young jobseekers' training and skills development in the construction industry. The findings indicate that an HR scenario contributes to enhancing memory but may reduce perceived usability if a proper feedback system related to diegetic elements is not implemented. Furthermore, an LR scenario can foster effective immersion if the diegetic narrative remains consistent and a high level of interaction is present, enabling a more inclusive design and making learning more accessible to individuals requiring a lower level of detail. Despite the limitation of a limited number of participants, the results aim to contribute to the establishment of visualization strategies in VR for vocational education and training.