Virtual Environments (VEs) are on the rise as an instrument in various sectors involving emotional states and educational research. Studies till date have tried to explore the effectiveness of VR in a variety of emotional health interventions, treatment of learning phobias, and providing virtual support to students worldwide. Research has demonstrated that VR immersive environments and VR experiences create a significant impact on the users' psyche. A learning experience is related to the emotional state of the person (O'Regan, K. ( 2003). Therefore, it would be interesting to study the influence of VR experience on the emotional states of the learners. Students around the globe were already struggling with emotional crises even before the pre-covid situation as reported by multiple agencies but now the situation has turned more grievous. Here comes the need for magnified learning experiences in virtual learning environments (VLEs). This study investigates the impact of two different VR-3D learning environments. It draws a comparison between students' emotional states, VR experience, and VR design elements using neurophysiological tools like Galvanic Skin Response (GSR) and self-reporting questionnaires. In the experiment, participants were asked to go through two different VR learning simulations and their physiological responses were recorded for analysis. The two simulations were differentiated based on space and interaction design elements. The study suggests that well-designed Virtual 3D-Environments in an educational setup can help students in reducing stress levels and ways how we can elicit positive emotions and facilitate a better learning experience.

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