Exploring Interaction, Movement and Video Game Experience in an Educational VR Experience

Abstract

Findings of increased engagement and preference for XR learning are well-established. However, there are concerns that the high sense of presence that virtual reality can engender may increase cognitive load and actually decrement learning outcomes [16]. Recent research has highlighted the importance of understanding the contributions of embodiment to learning in virtual reality [13]. In this paper, we analyze previously unpublished secondary data of participant interactions, movements, and presence ratings to investigate how user behavior may predict learning in embodied, immersive virtual environments, and how this can guide the development of broadly useful XR interventions. We find that increased global movement predicts higher post-test scores, but more embodied interactions (i.e., dragging the Moon using hand gestures rather than button presses) do not improve learning. Rather, actions linked to greater familiarity with video game play predict greater learning of the subject matter.