Abstract
The rapid development of immersive technologies has brought revolutionary transformation to learning environments, with escalating scholarly interest in their impact on learning effectiveness. As a composite discipline that integrates theory with practice, as well as art with technology, design education imposes particularly stringent requirements on Immersive-Interactivity Learning Environments (IILEs). Therefore, this study takes product design courses as a task to comprehensively examines the complex interplay among immersion, interactivity, cognitive load, and learning outcomes within IILEs, with particular emphasis on the mediating role of Sense of Embodiment (SoE) between technological factors and learning outcomes. Employing a rigorous mixed-methods approach, the research conducted a randomized controlled experiment and SEM analysis with 117 students across four distinct learning environments: 2D Video, 3D Video, DVR, and IVR. The systematic investigation aimed to elucidate the nuanced relationships between immersion, interactivity, and learning outcomes. Findings reveal that immersion and interactivity significantly positively influence learning experiences and academic performance through SoE. Notably, SoE serves as a robust mediating mechanism, effectively mitigating the substantial cognitive load impact and consistently transforming technological factors into tangible learning outcomes. Importantly, interactivity was found to directly exert a significant influence on academic performance. Remarkably, cognitive load demonstrated a more pronounced effect on academic performance compared to learning experiences, providing critical empirical guidance for educators in designing immersive learning environments. The study underscores the pivotal importance of reducing cognitive load while enhancing learners' SoE. Consequently, the research recommends continued in-depth exploration of the multidimensional mechanisms of SoE in future immersive learning research to promote the effective application and development of educational technologies of design.
Keywords
Immersion; Interactivity; Sense of Embodiment; Learning Outcomes
DOI
https://doi.org/10.21606/iasdr.2025.343
Citation
Xinyan, W., Yen, H.,and Rui, X.(2025) Transforming Technological Factors into Learning Outcomes of Product Design: The Mediating Role of SoE in IILEs, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.343
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 12 - Design Education
Transforming Technological Factors into Learning Outcomes of Product Design: The Mediating Role of SoE in IILEs
The rapid development of immersive technologies has brought revolutionary transformation to learning environments, with escalating scholarly interest in their impact on learning effectiveness. As a composite discipline that integrates theory with practice, as well as art with technology, design education imposes particularly stringent requirements on Immersive-Interactivity Learning Environments (IILEs). Therefore, this study takes product design courses as a task to comprehensively examines the complex interplay among immersion, interactivity, cognitive load, and learning outcomes within IILEs, with particular emphasis on the mediating role of Sense of Embodiment (SoE) between technological factors and learning outcomes. Employing a rigorous mixed-methods approach, the research conducted a randomized controlled experiment and SEM analysis with 117 students across four distinct learning environments: 2D Video, 3D Video, DVR, and IVR. The systematic investigation aimed to elucidate the nuanced relationships between immersion, interactivity, and learning outcomes. Findings reveal that immersion and interactivity significantly positively influence learning experiences and academic performance through SoE. Notably, SoE serves as a robust mediating mechanism, effectively mitigating the substantial cognitive load impact and consistently transforming technological factors into tangible learning outcomes. Importantly, interactivity was found to directly exert a significant influence on academic performance. Remarkably, cognitive load demonstrated a more pronounced effect on academic performance compared to learning experiences, providing critical empirical guidance for educators in designing immersive learning environments. The study underscores the pivotal importance of reducing cognitive load while enhancing learners' SoE. Consequently, the research recommends continued in-depth exploration of the multidimensional mechanisms of SoE in future immersive learning research to promote the effective application and development of educational technologies of design.