Presence, Embodied Interaction and Motivation: Distinct Learning Phenomena in an Immersive Virtual Environment

The use of immersive virtual environments (IVEs) for educational purposes has increased in remit 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.