The Influence of VR-Based Interaction Modalities on College Students’ Acquisition of Theoretical Medical Knowledge: An Experimental Study Validation

Abstract

With the advancement of virtual reality (VR) technology, researchers have explored its application in various domains, including medical education for college students. However, systematic investigations into the specific effects of VR interaction modalities on learning outcomes remain limited. This study investigates the VR-based learning process using the modified Cognitive Affective Model of Immersive Learning (CAMIL), with the objective of exploring the impact of different interaction modalities on college students’ learning of medical theoretical knowledge. A five-level interaction complexity design (no interaction, click, rotate, drag, assemble) was used to randomly assign 173 students into groups for a virtual anatomy experiment with HTC Vive devices. ANOVA was utilized to examine the influence of interactions on variables of interest, while SEM was applied to assess the predicted learning process. The key findings are as follows: 1) Different interaction modalities significantly impact the acquisition of theoretical medical knowledge, though the positive effect of interaction complexity on learning outcomes may be subject to certain constraints. 2) Interaction complexity positively and significantly influences physical presence, agency, and intrinsic motivation, which in turn enhance learning engagement and knowledge acquisition through these mediators. 3) The direct effect of physical presence on learning engagement is considerably stronger than that of the embodied learning pathway. Based on these insights, this paper offers recommendations for optimizing VR teaching design by aligning interaction modalities with learning objectives, enhancing physical presence, and leveraging the motivational drive of intrinsic factors. These contributions provide a robust scientific foundation for refining and implementing virtual teaching practices.