Abstract
Virtual reality (VR) holds significant promise for enhancing science education by providing immersive and interactive learning experiences. However, the optimal interaction modality within educational VR environments remains an open question. This study investigates the impact of hand-based vs. controller-based interaction on sixth-grade students' sense of presence and interaction performance in a VR science laboratory simulation. Fifty-four sixth-grade students were randomly assigned to either a hand-based interaction group or a controller-based interaction group. Participants completed three interactive science experiments (solar system, electrical circuits, and force/energy) within a virtual laboratory environment designed to mimic their school's physical lab. Presence was assessed using a validated Turkish adaptation of the Presence Questionnaire (PQ), while interaction performance was evaluated using a structured observation form completed by a school teacher. Independent samples t-tests and Mann-Whitney U tests were used to compare the presence and performance scores between the groups. Supplementary analyses explored the effects of gender and prior VR experience. Contrary to expectations, no significant differences were found in either presence (t(49.4) = -0.01, p = 0.992) or interaction performance (t(52) = -1.30, p = 0.199) between the hand-based and controller-based interaction groups. Both interaction modalities yielded comparable levels of self-reported presence and observed performance. However, an unexpected finding emerged regarding performance. A supplementary analysis revealed a significant main effect of gender on performance scores (F(1, 50) = 4.844, p = 0.032), independent of interaction type. Specifically, males demonstrated significantly higher performance than females. This study suggests that, for sixth-grade students engaging in these specific VR science simulations, hand-based and controller-based interactions are equally effective in terms of fostering presence and supporting interaction performance. These findings have practical implications for the design and implementation of VR learning environments, particularly in resource-constrained settings where the reduced maintenance and hygiene concerns associated with hand-based interaction may be advantageous.