Interactivity, Presence, and Agency in Virtual Reality Learning Environments (Poster 26)

• In Event: AERA Poster Session Nine
  In Poster Session: Learning With Games and Virtual Reality

Abstract

Virtual Reality (VR) is receiving renewed interest in education as society looks to the future of technology in the metaverse. Research on learning with VR has largely compared more and less immersive devices, but its affordances to engender learners’ sense of presence and agency also depend on characteristics of the media. This study explored the impact of interactivity on high school students’ sense of presence and agency in a series of VR lessons by comparing interactive graphical environments to immersive videos. Findings suggest student agency is multidimensional and immersive videos can engender some types of agency, but that interactivity is associated with increased presence and agency. The order of different types of VR over time also impacted students’ experiences.

Author

• Eileen McGivney, Northeastern University
  Presenting Author