Interactivity is considered a focal design element that may influence the learning experience and the learning outcomes in immersive virtual reality (IVR) training. We applied a mixed-methods empirical approach to study the learners’ sense of agency, cognitive load and learning outcomes in IVR safety training by comparing two training scenario versions designed for either high or limited learner-IVR interactivity. Training interventions were implemented in two work organizations for 68 learners in total. Quantitative and qualitative data were collected before, during, and after the interventions by single and repeated measure questionnaires, external video and head-mounted display recordings, field notes and stimulated recall interviews. Our quantitative results revealed that high interactivity was associated with an increase in the learners’ germane cognitive load. Based on our qualitative findings, we suggest actively supporting the learners to direct their focus to the IVR learning content. We also propose that IVR learning research would benefit from more sensitivity to not just individual cognitive and affective factors, but also sociocultural and contextual factors that influence the learners’ training and learning experiences and outcomes.
Lehikko et al. (Fri,) studied this question.