Embodied Learning in Virtual Reality: Comparing Direct and Indirect Interaction Effects on Educational Outcomes
Mohammad Reza Dastmalchi, Amir Goli · 2024
This paper is based on a case study that examined two types of interaction methods in Virtual Reality (VR) through observation. Participants were assigned to complete a design task using VR, where they engaged in either direct or indirect interaction methods. The direct interaction mimicked real-world actions, while the indirect interaction involved using a mediating user interface. Using the ‘Immersive Framework for UX and Learning in Immersive Technology for Learner Engagement’ as the theoretical foundation, this study analyzed how these two interaction methods influenced user experience, engagement, and educational outcomes. Participants were divided into two groups, each experiencing one of the interaction methods while designing an office space in VR. While direct interaction mimics real-world activities, enhanced physical engagement, and potentially intrinsic motivation, indirect interactions provide greater precision through a user interface, require more cognitive effort and affect usability and motivation differently. Based on these observations, the authors suggest that a combination of both interaction methods can create a balanced and effective learning environment. This approach supports hands-on learning in the initial stages and precision tasks in more advanced stages. The study offers insights aimed at guiding educators in selecting appropriate VR interaction methods to optimize educational content development and improve learner engagement and outcomes.