Virtual reality (VR) applications are developing rapidly, becoming more and more affordable, and offer various advantages for learning contexts. Dynamic visualizations are generally suitable for depicting continuous processes (e.g., different movement patterns), and particularly dynamic virtual 3D-objects can provide different perspectives on the movements. The present study investigated through a low immersive (desktop “VR”, Study 1) and a high immersive virtual environment (immersive VR; Study 2) the effectiveness of different interaction formats to view 3D-objects from different perspectives. Participants controlled either the orientation of the 3D-objects (Study 1, mouse interaction; Study 2, hand interaction via VR controllers) or their viewpoint in relation to the 3D-objects (Study 1, camera position; Study 2, position of participants’ own body). Additionally, the moderating influence of learners’ visuospatial ability was addressed. Dependent variables were pictorial recognition (easy, medium, difficult), factual knowledge, presence, and motion sickness. Results showed that higher-visuospatial-ability learners outperformed lower-visuospatial-ability learners. In Study 1, higher-visuospatial-ability learners showed higher recognition performance (difficult items) by controlling the camera position, whereas lower-visuospatial-ability learners suffered from this interaction format. In Study 2, higher-visuospatial-ability learners achieved better recognition performance (easy items) by controlling the 3D-models, whereas lower-visuospatial-ability learners tended to profit from moving around the 3D-objects (medium items). The immersive VR yielded more presence and higher motion sickness. This study clearly shows that different interaction formats to view 3D-objects from multiple perspectives in Desktop-VR are not transferable on a one-to-one basis into immersive VR. The results and implications for the design of virtual learning environments are discussed.

虚拟现实 (VR) 应用正在快速发展，变得越来越便宜，并为学习环境提供了各种优势。动态可视化通常适合描绘连续过程（例如，不同的运动模式），特别是动态虚拟 3D 对象可以提供运动的不同视角。本研究通过低沉浸式（桌面“VR”，研究 1）和高沉浸式虚拟环境（沉浸式 VR；研究 2）调查了不同交互格式从不同角度查看 3D 对象的有效性。参与者控制 3D 对象的方向（研究 1，鼠标交互；研究 2，通过 VR 控制器进行手部交互）或他们相对于 3D 对象的视角（研究 1，摄像机位置；研究 2，参与者的位置）自己的身体）。此外，还讨论了学习者视觉空间能力的调节影响。因变量是图片识别（简单、中等、困难）、事实知识、存在感和晕动病。结果表明，视觉空间能力较高的学习者表现优于视觉空间能力较低的学习者。在研究1中，视觉空间能力较高的学习者通过控制相机位置表现出较高的识别性能（困难项目），而视觉空间能力较低的学习者则受到这种交互形式的影响。在研究 2 中，视觉空间能力较高的学习者通过控制 3D 模型获得了更好的识别性能（简单的项目），而视觉空间能力较低的学习者倾向于从移动 3D 对象（中等项目）中获益。沉浸式 VR 带来了更多的临场感和更高的晕动感。 这项研究清楚地表明，桌面 VR 中从多个角度查看 3D 对象的不同交互格式不能一对一地转移到沉浸式 VR 中。讨论了虚拟学习环境设计的结果和影响。