GeoGuess VR - Investigating Embodied and Non-Embodied Learning Approaches in Virtual Reality

Abstract

Virtual reality (VR) offers unique opportunities to design learning environments that integrate bodily interaction, yet the educational benefits of such embodied approaches remain insufficiently understood. Building on theories of grounded cognition, which emphasize the role of sensorimotor processes in knowledge formation, this thesis explores whether physical movement within a VR geography learning game can enhance learning outcomes.

A VR application will be developed in which learners navigate a scaled virtual world map to discover countries, capitals, and related information. To examine the specific contribution of embodied interaction, two navigation modes are compared: a physically embodied condition, where participants walk through a sports hall while their movement is mirrored in VR, and a non-embodied condition using joystick-based movement only. Learning gains and retention will be assessed through pre-tests, post-tests, and delayed tests.

The findings aim to clarify whether integrating physical movement into VR-based learning meaningfully supports geographical knowledge acquisition and long-term retention. By examining the educational impact of embodied interaction in an immersive environment, this thesis contributes to the broader understanding of how VR can be leveraged to develop effective serious games grounded in embodied learning principles.