Although the use of technologies like multimedia and virtual reality (VR) in training offer the promise of improved learning, these richer and potentially more engaging materials do not consistently produce superior learning outcomes. Default approaches to such training may inadvertently mimic concepts like naive realism in display design, and desirable difficulties in the science of learning - fostering an impression of greater learning dissociated from actual gains in memory. This research examined the influence of format of instructions in learning to assemble items from components. Participants in two experiments were trained on the steps to assemble a series of bars, that resembled Meccano pieces, into eight different shapes. After training on pairs of shapes, participants rated the likelihood they would remember the shapes and then were administered a recognition test. Relative to viewing a static diagram, viewing videos of shapes being constructed in a VR environment (Experiment 1) or viewing within an immersive VR system (Experiment 2) elevated participants' assessments of their learning but without enhancing learning outcomes. Overall, these findings illustrate how future workers might mistakenly come to believe that technologically advanced support improves learning and prefer instructional designs that integrate similarly complex cues into training.

翻译：尽管多媒体和虚拟现实（VR）等技术在训练中的应用带来了提升学习效果的承诺，但这些更丰富且可能更具吸引力的材料并未持续产生更优的学习成果。此类训练的默认方法可能无意中模仿了显示设计中的朴素现实主义等概念，以及学习科学中的合意困难原则——营造出一种与实际记忆增益脱节的、更强的学习印象。本研究探讨了在学习从组件组装物品时，指导形式的影响。两项实验的参与者接受了将一系列类似Meccano零件的条形件组装成八种不同形状的步骤训练。在对形状组合进行训练后，参与者评估了自己记住这些形状的可能性，随后接受了识别测试。与观看静态示意图相比，观看VR环境中形状构建视频（实验1）或在沉浸式VR系统中观看（实验2）提高了参与者对自身学习效果的评估，但并未增强实际学习成果。总体而言，这些发现表明，未来的工作者可能会错误地认为技术先进的支持能改善学习，并倾向于选择在训练中整合类似复杂线索的教学设计。