Effects of Virtual Reality on Visual Cognition Without Prior Knowledge: A Preliminary Study Based on Cognitive Theory Models and EEG

Virtual reality offers unprecedented experiences and serves as a new learning tool. However, limited research has examined how this novel visual experience influences cognitive processes. This study described a conceptual theoretical framework of visual cognition, organizing cognition into four links: memory, analogy, logical thinking, and creative thinking. A between-subjects experiment was conducted with 54 college students, who were randomly assigned to a VR (N = 27) or a PC group (N = 27) to learn unfamiliar Mars-related content. Participants completed two learning sessions followed by cognitive tests after each session. Single-channel EEG was recorded at Fp1 during learning, together with proprietary attention and meditation metrics. EEG data were filtered, denoised using wavelet thresholding, and analyzed via short-time Fourier transform to calculate power spectral density and examine the differences in relative power. Results showed that the VR group performed significantly worse on second-session memory tests (p = 0.013). Besides, the VR group exhibited significantly lower meditation levels (p = 0.049) and reduced attention. EEG analysis revealed a significant decrease in the theta band (p = 0.010) and a significant increase in the beta band (p = 0.013). These findings suggest that, within the scope of this study, VR environments without prior knowledge may negatively affect attention, meditation, and memory performance, and provide preliminary evidence that VR is not automatically beneficial for novice learners.