Contents I. Introduction
One of the fields of educational learning studies that can apply Bloom's taxonomy is Virtual Reality (VR) applications. Virtual Reality is a technology that allows users to interact with a three-dimensional environment simulated and designed to resemble a physical environment by a computer as if they were in the real world[1][2]. From this definition, VR technology allows users to immerse themselves in a virtual world by actively interacting with the 3D content within it. In the context of education, VR offers new and innovative ways to deliver learning materials through immersive and interactive experiences. The development of VR in education encompasses a variety of applications, including health and medical education training [3][4][5], public health [6][7], cultural art [8][9][10], and more. The advantages of VR in creating an engaging and challenging learning environment make it a very useful tool in enhancing the effectiveness of the learning process. Interaction design in VR plays a crucial role in creating an effective and enjoyable user experience [11]. This design encompasses how users interact with elements within the virtual world, including the use of controllers, body movements, and tactile responses [12]. Effective interaction design in an educational setting enables users to actively engage in immersive simulations and scenarios. This active participation can enhance the comprehension of complex concepts and promote active learning. For example, in medical training, VR interaction design allows students to practice surgical procedures in a safe, controlled environment, offering immediate feedback to help enhance their skills [13]. Therefore, the aspect of interaction design is essential to ensure that VR technology can be effectively utilized in an educational context. Integrating Bloom's taxonomy into the development of VR for education opens up opportunities to create more effective and meaningful interactions. By combining the cognitive levels of Bloom's taxonomy with the interactive features offered by VR, educators can design comprehensive and structured learning experiences. For example, VR can be used to help students understand complex concepts through detailed visualization (knowledge and comprehension), allowing them to apply knowledge in real-world simulations (application), analyze situations and data presented in the VR environment (analysis), synthesize information to generate creative solutions (synthesis), and evaluate the effectiveness of those solutions (evaluation). Thus, interaction design in VR applications for medical education can be optimized to improve student learning outcomes according to the principles of Bloom's taxonomy. The contribution of this research is to analyze the suitability of implementing interaction features in VR applications according to Bloom's Taxonomy parameters. The VR application used is a Virtual Reality Application for Normal Childbirth Surgery Scenarios from the journal we used as the data for this study. The analysis of this VR interaction aims to evaluate whether the interactions used in the VR Childbirth Surgery application have been correctly implemented, using Bloom's Taxonomy.
