Immersive Virtual Reality (I-VR) offers new opportunities for transformative learning through interactive experiences, yet the concept of interactivity remains ambiguously defined in this context (e.g., Makransky & Petersen, 2021). While frequently referenced, a precise definition of interactivity for fostering learning in I-VR environments is lacking. This paper builds upon McGowin and colleagues' learning affordances model (2023), which introduced a theoretical framework leveraging I-VR innovations and cognitive sciences to assess and support learning in I-VR. In this work we will review interdisciplinary definitions from prior literature to construct a conceptual definition of interactivity and then operationalize it using Schulmeister's (2003) hierarchical model. We will provide representative examples of how the elements of interactivity (e.g., low vs high) have been used from the relevant learning literature (e.g., medical, higher-ed) to help explore and elucidate the distinct capabilities of interactivity in I-VR that foster learning.
This review aims to bring clarity to interactivity as a learning affordance, offering an organizational structure for the analysis and design of interactivity in I-VR experiences. The discussion extends to unique I-VR capabilities tailored for situated learning encounters. By bringing clarity to the definition of interactivity and exploring its various levels, this paper provides a framework to guide the development of I-VR learning experiences. Furthermore, it lays the groundwork for future empirical investigations into the interplay between interactivity, other affordances, and learning outcomes. Establishing an interdisciplinary understanding of interactivity allows developers and practitioners to thoughtfully leverage this technology's interactive potential, ultimately promoting more effective immersive learning experiences.

Authors:
Gregory McGowin, Univeristy of Central Florida, United States
Stephen M. Fiore, University of Central Florida, United States

About the Presenter(s)
Mr Gregory McGowin is a University Doctoral Student at Univeristy of Central Florida in United States

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