ED Sociétés, Politique, Santé Publique
Curious and therefore not overloaded: Towards an integrated understanding of curiosity and cognitive load in XR learning environments
by Matisse POUPARD (Bordeaux Population Health Research Center)
The defense will take place at 14h00 - Ada Lovelace Centre Inria de l'université de Bordeaux Université de Bordeaux - Campus Talence 200 Av. de la Vieille Tour, 33405 Talence, France
in front of the jury composed of
- Hélène SAUZEON - Professeure des universités - Université de Bordeaux - Directeur de these
- Eric JAMET - Professeur des universités - Université Rennes II - Rapporteur
- Fred PAAS - Professeur des universités - Erasmus University Rotterdam - Rapporteur
- Stéphanie FLECK - Maîtresse de conférences - Université de Lorraine - INSPE - Examinateur
- Julie LEMARIE - Professeure des universités - Université Toulouse Jean Jaurès - Maison de la Recherche - Examinateur
- Julia CHATAIN - Chargée de recherche - Singapore-ETH Centre - Examinateur
- Pierre-Yves OUDEYER - Directeur de recherche - Centre Inria de l'université de Bordeaux - Examinateur
- André TRICOT - Professeur des universités - Université Paul-Valéry Montpellier - CoDirecteur de these
Extended Reality (XR) technologies, including Virtual Reality (VR) and Augmented Reality (AR), are reshaping education by offering new ways to visualize and interact with complex knowledge domains, especially those requiring 3D content such as neuroanatomy. However, their pedagogical effectiveness remains contested, particularly due to contradictory findings regarding their impact on learners' intrinsic motivation and cognitive load. This doctoral research proposes an integrative perspective by bridging two major theoretical frameworks: Cognitive Load Theory (CLT), which explains how cognitive resources are allocated during learning, and the Learning Progress Hypothesis (LPH), which posits that curiosity-driven exploration fosters intrinsic motivation and enhances learning. The core objective was to examine how XR can optimize learning by balancing cognitive demands with learners' intrinsic motivation. First, a systematic review highlighted how AR tends to decrease unnecessary cognitive demands, benefiting novices, while VR often risks cognitive overload. The review also identified significant methodological limitations in how intrinsic motivation is assessed, calling into question the assumed motivational benefits of XR. Building on this, empirical studies with medical students explored how different modes of interaction in VR affect curiosity, cognitive load, and learning. Results indicated that while VR generally enhanced learning, higher interactivity was not necessarily beneficial. Intrinsic motivation correlated strongly with germane cognitive load, suggesting a meaningful bridge between curiosity and cognitive load. A detailed analysis of participants' hand and head movements further demonstrated that movement entropy and exploration patterns can serve as behavioral indicators of curiosity-driven learning and cognitive engagement in immersive environments. An additional experiment investigated AR's potential to guide anatomical drawing tasks. Though direct learning gains were modest, AR significantly reduced extraneous cognitive load and increased learners' motivation and perceived usability. Individual factors such as visuospatial abilities and prior knowledge were found to moderate the effectiveness of these immersive interventions. The final part of the thesis brings together these empirical findings in a broader discussion, introducing a conceptual model that unifies CLT and LPH, empirically tested through structural equation modeling. This model highlights how intrinsic motivation and perceived learning progress dynamically interact with cognitive load to influence learning performance in XR-based learning. Altogether, this thesis provides new understanding of the balance between cognitive efficiency and motivational engagement in immersive learning, renewing research avenues in XR for education and offering valuable recommendations for educators and designers seeking to fully harness the potential of these technologies.