Exploring Effects of Interactivity on Learning with Interactive Storytelling in Immersive Virtual Reality

Abstract

Immersive virtual reality (VR) holds great potential for learning, but it is unclear how VR experiences should be designed to maximize learning potential. In this study, we explored how the level of interactivity in an educational VR storytelling experience for immunology learning affects a user's learning gains. We created three versions of the VR experience with low (system automates as many actions as possible), medium (a combination of system automation and user-controlled actions), and high (as many user-controlled actions as possible) levels of interactivity. We hypothesized that too much or too little interactivity would result in smaller learning gains than a medium level of interactivity. Although data from pre and post-tests showed no significant difference in students' learning gains due to interactivity level, questionnaire and interview data suggest that interactivity in the experience significantly affects students' engagement in learning, attention, and focus on learning material. Participants also perceived that they could learn better and more effectively in a VR experience with a higher level of interactivity.