From Observation to Embodied Creation: Unpacking the Learning Trade-Off in Virtual Reality for Cultural Heritage

Designing effective learning experiences in virtual reality (VR) confronts a critical design dilemma: the trade-off between conceptual understanding and skill transfer. While high-interactivity (HI) systems are lauded for fostering engagement and skill application, they risk imposing cognitive loads that impede foundational learning. Conversely, low-interactivity (LI) approaches may optimize for conceptual clarity at the expense of developing transferable skills. Although this trade-off is widely recognized, the field lacks concrete, replicable design patterns for systematically navigating it. To address this gap, we introduce and empirically validate the Embodied Creation and Agentic Consequence (ECAC) framework, a structured, two-phase mechanism designed to reconcile these competing pedagogical goals. We conducted a between-subjects experiment situated within the demanding context of ancient mural painting. Comparing an HI (ECAC) group with an LI "observer" group, our mixed-methods analysis empirically confirms the trade-off and demonstrates the efficacy of our framework: the LI condition yielded superior knowledge understanding, whereas the HI condition fostered significantly greater knowledge transfer. Our research contributes a validated and actionable design pattern, offering instructional designers a structured approach to balance cognitive load and interactivity, thereby optimizing VR environments for both foundational learning and higher-order skill application.