Acevedo, PedroJimenez, Angela L.Magana, Alejandra J.Benes, BedrichMousas, ChristosHasegawa, ShoichiSakata, NobuchikaSundstedt, Veronica2024-11-292024-11-292024978-3-03868-245-51727-530Xhttps://doi.org/10.2312/egve.20241370https://diglib.eg.org/handle/10.2312/egve20241370For virtual reality (VR) training and learning applications, post-intervention assessment serves as a means to validate the effectiveness of the designed practice. These assessments can occur in the virtual environment by embedding questionnaires and necessary response mechanisms. Researchers have explored embedded VR (in-VR) assessment to minimize disruption to immersion and interference with the user's sense of presence compared to 2D screen-based (out-VR) surveys. However, the influence of in-VR assessment formats on user experience and performance still needs to be explored. Therefore, we conducted a within-group study (N = 25) to compare three assessment formats on task load, usability, user experience, self-efficacy, and performance metrics (i.e., completion time, movement, and response correctness). Using an educational application focused on charged particles and electric fields, we observed no significant differences in self-reported user experience metrics across the in-VR assessment formats. However, participants achieved higher scores when interacting with the 3DStatic assessment. This preference for 3DStatic assessment highlights the advantages of 3D visualizations in VR over traditional 2D user interfaces.Attribution 4.0 International LicenseCategories and Subject Descriptors (according to ACM CCS): I.3.7 [Computer Graphics]: Three-Dimensional Graphics and Realism-Virtual realityI.3.7 [Computer Graphics]Three Dimensional Graphics and RealismVirtual reality10.2312/egve.2024137010 pages