Learning in immersive VR produces higher self-reported presence, agency, location, body ownership, and embodied learning than learning via a PC screen¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Students in the VR conditions reported significantly higher presence, agency, location, body ownership, and embodied learning than students in the PC conditions. → Klingenberg 2024
Evidence¶
Klingenberg 2024¶
Klingenberg, S., Bosse, R., Mayer, R. E., & Makransky, G. (2024). Does Embodiment in Virtual Reality Boost Learning Transfer? Testing an Immersion-Interactivity Framework. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09956-0
q3 · i? · causal · r?
In the 2x2 between-subjects experiment, 177 high school students learned a pipetting lesson in immersive VR (HMD) or on a PC screen. The article reports that VR conditions showed "significantly higher levels of presence, agency, location, body ownership, and embodied learning compared to participants in the PC conditions." No effect sizes are printed for these differences.
"Results demonstrated that students in the VR conditions experienced significantly higher levels of presence, agency, location, body ownership, and embodied learning compared to participants in the PC conditions."
Discussion¶
Related Claims¶
- Neither immersion nor interactivity produced significant effects on transfer measures — related
- Technological failures such as body crumple, sound intrusion, and embodiment violations inhibited effective communication in social VR — related
- Visuo-motor synchrony manipulation produced the largest effects on body ownership, while visual asynchrony was the most influential negative manipulation on agency — related
- Middle-school students taking a virtual field trip via a 3D HMD report higher presence than students taking the same trip as a 2D video — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
vr-higher-presence-agency-embodied-learning-than-pc |
title |
Learning in immersive VR produces higher self-reported presence, agency, location, body ownership, and embodied learning than learning via a PC screen |
description |
Learning in immersive VR produces higher self-reported presence, agency, location, body ownership, and embodied learning than learning via a PC screen |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — klingenberg-2024 |
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