This study investigates the role of embodiment when learning a technical procedure in immersive virtual reality (VR) by introducing a framework based on immersion and interactivity. The goal is to determine how increasing the levels of immersion and interactivity affect learning experiences and outcomes. In a 2 × 2 factorial design, 177 high school students were assigned to one of four experimental conditions, varying levels of immersion (learning in immersive virtual reality wearing a head-mounted display (VR) vs. learning via a computer screen (PC)) and interactivity (directly manipulating objects using controllers/mouse and keyboard (congruent) vs. indirectly manipulating objects with a laser pointer to select a course of action (incidental)). The main outcome measure was a transfer task in which students were required to perform the task they had learned in the virtual environment using concrete objects in real life. Results demonstrated that students in the VR conditions experienced significantly higher levels of presence, agency, location, body ownership, and embodied learning compared to participants in the PC conditions. Additionally, students’ performance during the virtual lesson predicted their real-life transfer test. However, there were no significant effects of immersion or interactivity on any of the transfer measures. The results suggest that high immersion in VR can increase self-reported measures of presence, agency, location, body ownership, and embodied learning among students. However, increased embodiment—manipulated by adding immersion and congruent manipulation of objects did not improve transfer.

本研究通过引入基于沉浸感和交互性的框架，探讨了在沉浸式虚拟现实 （VR） 中学习技术程序时实施例的作用。目标是确定提高沉浸感和交互性水平如何影响学习体验和成果。在 2 × 2 因子设计中，177 名高中生被分配到四种实验条件之一，不同程度的沉浸感（佩戴头戴式显示器 （VR） 在沉浸式虚拟现实中学习与通过计算机屏幕 （PC） 学习）和交互性（使用控制器/鼠标和键盘直接操作对象（全等）与间接使用激光笔操作对象以选择动作方案（偶然））。主要成果测量是一项转移任务，要求学生使用现实生活中的具体对象来完成他们在虚拟环境中学到的任务。结果表明，与 PC 条件下的参与者相比，VR 条件下的学生在存在、代理、位置、身体所有权和具体学习方面体验到的水平明显更高。此外，学生在虚拟课程中的表现预测了他们现实生活中的转学测试。然而，沉浸或交互性对任何转移措施都没有显着影响。结果表明，高度沉浸在 VR 中可以增加学生自我报告的在场感、能动性、位置、身体所有权和具体学习的衡量标准。然而，增加的实施例——通过添加对象的沉浸和一致操作来操纵并不能改善传输。