Assessing Observational learning from non player characters in cultural virtual reality environments

This study explores the use of Virtual Reality (VR) as a tool for supporting Indigenous Knowledge transmission through observational learning. Focusing on the traditional Hi//Ka//Kusi dance, a VR prototype was developed and tested with Grade 5 and 6 learners to assess whether children could learn culturally grounded movements by observing Non-Player Characters (NPCs). Using a mixed-methods approach, including video-based kinematic analysis and post-session interviews, the study examined imitation accuracy, rhythm, engagement, and task understanding. Findings indicate that longer observation periods were associated with improved movement accuracy and stronger replication of rhythmic and embodied actions. While joint-level precision varied, most participants captured the intent and sequence of the dance movements. In-person follow-up sessions suggested successful transfer of learning from the virtual to the physical environment. The study concludes that observational learning VR can effectively support embodied cultural learning when intentionally designed to align with Indigenous pedagogical practices.