Development of student-defined gestures for Non-player-Characters’ Interactions in cultural learning Virtual Reality

Virtual Reality (VR) offers a transformative platform for preserving and transmitting Indigenous Knowledge (IK) in Namibia by providing immersive, interactive cultural learning experiences. This study explored the design and implementation of gesture-based interactions with Non-Player Characters (NPCs) in a VR application tailored for primary school students aged 11 to 13. Drawing on learners' preferences for natural, user-initiated interactions, the study elicited commonly used peer gestures, implemented them in a VR experience, and evaluated their perceived naturalness and technical feasibility. The research addressed the need for culturally responsive, child-centred interaction design in VR, emphasising gesture control of NPCs. Findings from this study showed that learners consistently relied on gestures that aligned with their natural, everyday communicative habits, resulting in clear consensus across the elicited gesture sets. However, the implementation highlighted limitations in Unity's XR Hands plugin, where restricted arm and motion tracking prevented certain gestures, particularly high-amplitude movements and those involving additional body parts such as the arms, from being fully supported.