Embodied Interaction Versus Embodied Simulation in Immersive VR: Differential Effects on Procedural Skills, Declarative Knowledge, and Intrinsic Motivation
Abstract
Seventy-four participants were randomly assigned to an Embodied Interaction (EI, gesture-based) or Embodied Simulation (ES, first-person
observation) group within a custom VR training system. Both conditions yielded equivalent declarative knowledge, but the EI group demonstrated superior procedural skills and intrinsic motivation. Thus, vicarious simulation suffices for conceptual processing, while enactive engagement remains crucial for procedural fluency. We advocate a tiered instructional design, reserving high-fidelity interaction specifically for
psychomotor skill acquisition.
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DOI: http://dx.doi.org/10.70711/neet.v4i7.9768
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