Testing the influence of polygon count in virtual reality learning applications on spatial memory and visual attention

By Merijn Koreman

Abstract
This research investigates how varying levels of geometric detail, represented by polygon count, influence spatial memory, presence, and visual attention in Virtual Reality (VR) learning applications. VR holds transformative potential for education, enabling immersive learning experiences that surpass traditional methods, especially for spatially oriented skills. The study addresses the growing necessity for efficient online learning tools amidst challenges like overcrowded campuses and limited physical resources.

Participants navigated two VR environments—a kitchen and a garden—each presented in high and low polygon-count versions. Their spatial memory, presence, and visual attention were assessed through controlled experiments, questionnaires, and fixation data analysis. Results revealed that while polygon count significantly impacted spatial presence and visual attention in environments with natural shapes, such as the garden, it had negligible effects in simpler, flat-surfaced settings like the kitchen. Spatial memory outcomes, however, remained unaffected, likely due to the high cognitive load of the tasks.

The findings highlight the importance of tailoring VR environments to user needs and application objectives. High polygon counts enhanced realism and engagement in complex settings but were less impactful in straightforward environments. These insights offer practical implications for optimizing VR in education and neurorehabilitation, balancing visual fidelity and computational efficiency.