How does interactive virtual reality enhance learning outcomes via emotional experiences? A structural equation modeling approach

Abstract

IntroductionInterest in interactive virtual reality (IVR) is increasing due to its potential for embodied learning and group-led teaching. However, few studies have investigated the internal mechanism by which IVR technology features and learning experiences affect learning outcomes in terms of psychological and emotional value. Based on media technology models and the control value theory of achievement emotions (CVTAE), this study uses structural equation modeling (SEM) to investigate the correlations among the internal elements of IVR technology features, learning experiences, and learning outcomes. It also emphasizes the role played by emotional experience in this context.MethodsThe sample referenced by this study consisted of 480 college students (193 males) who were simultaneously engaged in guided inquiry and learning in an IVR-based COVID-19 pandemic science museum in groups of 10.ResultsThe findings suggest that presence and perceived enjoyment have a key mediating effect on the relationship between virtual reality (VR) features and perceived learning outcomes in an IVR-based learning simulation. In addition, the results indicate that presence is more strongly correlated with perceived learning effects, while enjoyment is more strongly correlated with learning satisfaction.DiscussionThese findings provide intellectual support and theoretical backing for VR-based instructional design and environmental development. Moreover, this study has practical value with regard to the future large-scale application of IVR to experiential teaching, group-led teaching, and the promotion of the digital transformation and intelligence upgrading in education.

Virtual Reality Media for Fun Learning

“…Virtual reality (VR) enhances interactive learning experiences by promoting engagement, autonomy, creativity, and metacognition (Yang et al, 2023); (Zaen & Mardiani, 2018); (Essoe et al, 2022). VR technology facilitates a shift from traditional teaching methods to immersive, threedimensional learning environments, fostering situational and contextual learning.…”

Design and development of a mixed reality teaching systems for IV cannulation and clinical instruction

“…31 Therefore, the MR functions that this study mainly focuses on are the system's response time to the user's hand operations and the fidelity of the combination of the model and the real environment. 33 Good satisfaction is considered to directly trigger the willingness to actively learn. 34 However, subsequent research found that users' satisfaction with the system does not completely mediate the user's behavioral intention.…”

“…The emotional goals encompass learners' sentiments, emotions, and appreciation of the value of learning, 32 the learning outcomes of interest in this study center around affective goals. The learning outcome variables used by Yang et al when studying emotional goals include learning satisfaction and perceived learning effect 33 . Good satisfaction is considered to directly trigger the willingness to actively learn 34 .…”

Predictors of Engagement in Virtual Reality Storytelling Environments about Migration

“…Presence can be seen as the sense of being there or being in one place [50]. In the literature on VR experiences, the concept of presence is also tackled as spatial presence, which can be defined as the "cognitive perception that a person's body is occupying a space in which they feel in sync with the actions of the virtual experience" ( [51], p. 2).…”