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Comparing hand-based and controller-based interactions in virtual reality learning: effects on presence and

Murat Saran1

  • 1Computer Engineering, Cankaya University, Ankara, Turkey.

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Summary
This summary is machine-generated.

Virtual reality (VR) science labs show hand-based and controller-based interactions are equally effective for sixth graders. Males performed better than females in virtual science experiments, regardless of interaction type.

Keywords:
ControllerHand trackingImmersive learningInteraction performancePresenceScience educationVirtual reality

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Area of Science:

  • Educational Technology
  • Virtual Reality in Education
  • Science Education

Background:

  • Virtual reality (VR) offers immersive potential for science education.
  • The optimal interaction method (hand-based vs. controller-based) in educational VR is not well-established.
  • Understanding interaction modalities is crucial for designing effective VR learning experiences.

Purpose of the Study:

  • To investigate the impact of hand-based versus controller-based interaction on student presence and performance in VR science simulations.
  • To compare the effectiveness of different VR interaction modalities for sixth-grade students.

Main Methods:

  • Fifty-four sixth-grade students participated in a VR science laboratory simulation.
  • Participants were randomly assigned to either hand-based or controller-based interaction groups.
  • Presence was measured using the Presence Questionnaire (PQ), and performance was assessed via observation.

Main Results:

  • No significant differences were found in presence or interaction performance between hand-based and controller-based interaction groups.
  • Both interaction modalities resulted in comparable levels of presence and performance.
  • A significant gender difference in performance was observed, with males outperforming females.

Conclusions:

  • Hand-based and controller-based interactions are equally effective for fostering presence and performance in VR science education for this age group.
  • VR interaction modality choice may not be a critical factor for student engagement and learning outcomes in these simulations.
  • Gender may influence performance in VR science tasks, warranting further investigation and consideration in VR design.