Sensorimotor interactions in the physical world and in immersive virtual reality (IVR) offer different feedback. Actions in the physical world almost always offer multi-modal feedback: pouring a jug of water offers tactile (weight-change), aural (the sound of running water) and visual (water moving out the jug) feedback. Feedback from pouring a virtual jug, however, depends on the IVR’s design. This study examines if the richness of feedback from IVR actions causes a detectable cognitive impact on users. To do this, we compared verb-learning outcomes between two conditions in which participants make actions with objects and (1) audiovisual feedback is presented; (2) audiovisual feedback is not presented. We found that participants (n = 74) had cognitively distinct outcomes based on the type of audiovisual feedback experienced, with a high feedback experience harming learning outcomes compared with a low feedback one. This result has implications for IVR system design and theories of cognition and memorisation.

Extended Reality (XR) technology - such as virtual and augmented reality - is now widely used in Human Computer Interaction (HCI), social science and psychology experimentation. However, these experiments are predominantly deployed in-lab with a co-present researcher. Remote experiments, without co-present researchers, have not flourished, despite the success of remote approaches for non-XR investigations. This paper summarises findings from a 30-item survey of 46 XR researchers to understand perceived limitations and benefits of remote XR experimentation. Our thematic analysis identifies concerns common with non-XR remote research, such as participant recruitment, as well as XR-specific issues, including safety and hardware variability. We identify potential positive affordances of XR technology, including leveraging data collection functionalities builtin to HMDs (e.g. hand, gaze tracking) and the portability and reproducibility of an experimental setting. We suggest that XR technology could be conceptualised as an interactive technology and a capable data-collection device suited for remote experimentation.

Modern immersive virtual reality (IVR) often uses embodied controllers for interacting with virtual objects. However, it is not clear how we should conceptualise these interactions. They could be considered either gestures, as there is no interaction with a physical object; or as actions, given that there is object manipulation, even if it is virtual. This distinction is important, as literature has shown that in the physical world, action-enabled and gesture-enabled learning produce distinct cognitive outcomes. This study attempts to understand whether sensorimotor-embodied interactions with objects in IVR can cognitively be considered as actions or gestures. It does this by comparing verb-learning outcomes between two conditions: (1) where participants move the controllers without touching virtual objects (gesture condition); and (2) where participants move the controllers and manipulate virtual objects (action condition). We found that (1) users can have cognitively distinct outcomes in IVR based on whether the interactions are actions or gestures, with actions providing stronger memorisation outcomes; and (2) embodied controller actions in IVR behave more similarly to physical world actions in terms of verb memorization benefits.

Immersive virtual environments (IVEs) are increasingly being explored as potential educational tools. However, it is unclear which aspects of IVEs contribute to learning, including hardware modalities and learner responses (e.g. motivation, usability, cognitive load and presence). One IVE hardware modality particularly backed by theory is embodied controls, with their potential for leveraging embodied cognition for enhanced learning outcomes. This paper explores if embodied controls can be leveraged to enhance learning in an IVE by comparing language learning outcomes from an IVE using embodied controls, and a non-embodied control. It explores two words classes - verbs and nouns - to examine if there is a difference in learning outcome for embodied controls with actions (verbs) and object interactions (nouns). This paper also explores co-variables often linked with IVE learning (motivation, presence, cognitive load) to understand why learning gain occurs. It finds that leveraging embodied controls provides better learning outcomes, with no impact on cognitive load. It also finds that the benefit does not correlate with motivation or presence ratings, suggesting that embodiment-induced motivation or immersion is not the cause of the learning enhancements, and therefore this could be evidence for embodied cognition-based learning in IVEs.

The use of immersive virtual environments (IVEs) for educational purposes has increased in recent years, but the mechanisms through which they contribute to learning is still unclear. Popular explanations for the learning benefits brought by IVEs come from motivation, presence and embodied perspectives; either as individual benefits or through mediation effects on each other. This paper describes an experiment designed to interrogate these approaches, and provides evidence that embodied controls and presence encourage learning in immersive virtual environments, but for distinct,non-interacting reasons, which are also not explained by motivational benefits.