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Virtual reality (VR) technology is widely used in the field of education and cultural heritage learning. However, few studies have focused on the impact on creativity regarding the use of different interaction modalities by users in cultural heritage learning. Furthermore, it is controversial whether VR can enhance user experience and learning outcomes. The study utilized a mixed research approach combining qualitative and quantitative methods, where qualitative data was collected using open-ended interviews, simultaneously quantitative data was collected using learning outcomes, intrinsic motivation, workload, self-report of creativity and expert assessments of creativity. A mixed research approach combining qualitative and quantitative methods was used; creativity self-reports were used to collect qualitative data, and learning outcomes, intrinsic motivation, and workload data were collected for the quantitative findings.90 university students were randomly assigned to the text group (TG), the video group (VG), and the immersive virtual reality group (IVRG), with 30 students in each group. The study assessed whether creativity, user experience and learning outcomes differed when using different interaction modalities in a cultural heritage context. The results demonstrated that the text interaction modality outperformed the other two groups in learning outcomes and expert assessments of creativity performance, while the IVRG performed better in self-report of creativity and user experience. In addition, participants in TG had higher workloads and poorer user experiences compared to the other two interaction modalities. This study encourages that different interaction modalities should be selected more appropriately depending on the purpose. The study found that interaction modalities creativity can be applied to digital cultural heritage and education and informs interaction design for the HCI community.
Tang et al. (Mon,) studied this question.