Exploring interactivity effects on learners’ sense of agency, cognitive load, and learning outcomes in immersive virtual reality: A mixed methods study

Abstract

This study explored the effects of IVR interactivity on learners’ sense of agency, cognitive load, and learning outcomes. The research questions were: 1. “How does interactivity influence the learners’ sense of agency?” and 2. “How does interactivity influence the learners’ cognitive load and learning outcomes?” A mixed-methods experimental design was applied. Safety training interventions, including individually performed IVR scenarios, were held for 68 participants in groups of two to four persons in two work organizations. Single- and repeated-measure questionnaires were the main source of the quantitative data. Qualitative data collection by video recordings and stimulated recall interviews was carried out on 23 persons in total. The results indicate that high interactivity enables a stronger sense of agency for the learners and yields learning benefits by supporting generative cognitive processing. Based on the results, interactivity and learner involvement may be particularly important for achieving affective training goals. Considering the sociocultural and individual factors in training design and pre-briefing the learners are also recommended.