Neuroergonomic Assessment of Virtual Reality Training in Additive Manufacturing Using Wearable EEG

Virtual reality (VR) has emerged as a promising training platform for additive manufacturing (AM) training. Yet, its neuroergonomic effects remain underexplored. This study addressed the gap using a multimodal approach combining subjective measures with wearable electroencephalography (EEG). Twenty-six participants were randomly assigned to either a VR or a lecture-based training condition, and all completed both declarative and procedural learning tasks in AM. Results showed that VR training significantly increased subjective engagement, cognitive control, and attention compared to lecture-based instruction. Subjective workload remained comparable between conditions. However, brain signals linked to cognitive effort varied with the training method and learning type, suggesting that VR and lectures place different mental demands on learners. The findings demonstrate that VR can create a more engaging learning environment while influencing cognitive workload differently across learning types. This study underscores the value of neuroergonomic approaches that combine self-report and neurophysiological measures to assess training effectiveness.