Extended Abstract—Log Data as a Window into Learning: Embodied Interactions in a Virtual Reality Simulation

Abstract

While there has been a steadily growing corpus of literature to support the critical role the body plays in the learning process, recent advances in immersive technologies have allowed learning scientists to take command of the embodied dimensions of learning in ways not previously possible. In addition, the ways that embodied interaction and embodied learning are measured and analyzed have also changed significantly with the rise of extended reality technologies such as virtual and augmented reality. This study investigates how movement log data collected from a biology virtual reality (VR) simulation, ChromosoME, can provide insights into students' learning processes. The simulation, designed to teach high school students the stages of cell division, tracks students' interactions with virtual objects and analyzes their movement patterns. A key research focus is the relationship between students' physical engagement, measured through controller movement and interactions with specific objects, and their learning outcomes. Our results show that increased movement efficiency correlates with improved understanding of cell division concepts, while an overemphasis on correct object interactions may detract from deeper learning. These findings highlight the importance of balanced interaction design in VR learning environments and offer a novel approach to using log data for educational research.