Previous VR experience increases embodiment in immersive VR safety training: an exploratory mixed-methods study

Immersive virtual reality (IVR) appears to hold much potential for educational use in occupational safety training, but the best practices for its pedagogically viable design and application remain unclear. We performed an empirical mixed-methods study on the effects of IVR interactivity design and learner characteristics on the learners’ extraneous cognitive load (ECL), sense of spatial presence, and sense of embodiment. The research questions were: (1) “Do learner–IVR interactivity or learner characteristics influence the learners’ perceptions of spatial presence, ECL, and embodiment in IVR safety training?” and (2) “What kind of factors influence the learners’ training experiences, and how can they be addressed in IVR safety training design?” Two experimental groups were compared using IVR training scenarios designed for either high or limited interactivity. Sixty-eight learners participated in training interventions in two work organizations. Data was collected by questionnaires, video recordings, and interviews. No significant differences between the interactivity conditions were found in statistical analyses. Upon examining the effects of learner characteristics, we found that learners with previous VR experience reported significantly higher embodiment compared with VR novices due to higher self-rated body ownership. The qualitative analysis of the interview data revealed that the VR novices discussed issues related to ECL and a diminished sense of spatial presence more frequently. We offer recommendations for the design and application of IVR for safety training based on the findings.