Search Results (9)

Immersive technologies such as Desktop Virtual Reality (DVR), Immersive Rooms (IR), and fully immersive Virtual Reality (VR) are transforming K-12 education by enabling experiential, multisensory, and participatory learning. Yet their pedagogical impact depends not only on hardware fidelity but on the interplay between technological affordances, instructional design, and learner characteristics. Guided by the Cognitive Affective Model of Immersive Learning (CAMIL), this mixed-methods study examined how these factors jointly shape affordances, challenges, students perceived learning, and self-assessment in authentic classroom contexts. Data were collected from 31 teachers and 252 students across 21 schools using teacher interviews, classroom observations, and student questionnaires. Findings revealed that agency and presence emerged as central affordances but also as potential challenges, depending on lesson design and cognitive load. DVR consistently supported higher perceived learning and stronger links between engagement and self-assessment, while IR showed the weakest outcomes and VR displayed trade-offs between immersion and control. The study proposes a revised CAMIL framework that integrates social co-presence, learner characteristics, and perceived learning as essential components for understanding immersive learning in schools. These results highlight that effective immersion arises from pedagogical orchestration, not technological intensity alone. Full article

Smart virtual reality (VR) systems are becoming central to media production education, where immersive practice, real-time feedback, and hands-on simulation are essential. This review synthesizes the integration of artificial intelligence (AI) into human-centered, interactive VR learning for television and media production. Searches in Scopus, Web of Science, IEEE Xplore, ACM Digital Library, and SpringerLink (2013–2024) identified 790 records; following PRISMA screening, 94 studies met the inclusion criteria and were synthesized using a systematic scoping review approach. Across this corpus, common AI components include learner modeling, adaptive task sequencing (e.g., RL-based orchestration), affect sensing (vision, speech, and biosignals), multimodal interaction (gesture, gaze, voice, haptics), and growing use of LLM/NLP assistants. Reported benefits span personalized learning trajectories, high-fidelity simulation of studio workflows, and more responsive feedback loops that support creative, technical, and cognitive competencies. Evaluation typically covers usability and presence, workload and affect, collaboration, and scenario-based learning outcomes, leveraging interaction logs, eye tracking, and biofeedback. Persistent challenges include latency and synchronization under multimodal sensing, data governance and privacy for biometric/affective signals, limited transparency/interpretability of AI feedback, and heterogeneous evaluation protocols that impede cross-system comparison. We highlight essential human-centered design principles—teacher-in-the-loop orchestration, timely and explainable feedback, and ethical data governance—and outline a research agenda to support standardized evaluation and scalable adoption of smart VR education in the creative industries. Full article

As immersive technologies increasingly permeate education and professional training, their cognitive implications for novice learners remain underexplored. This study examines the relative effectiveness of virtual reality (VR)-based instruction compared with conventional teaching modalities in a controlled experimental setting. A total of 106 undergraduate medical students with no prior technical experience were randomly assigned to one of three instructional conditions: (1) PowerPoint-based presentation, (2) real-person demonstration, or (3) immersive VR simulation of a five-axis CNC machine. Participants’ cognitive ability was assessed using Raven’s Progressive Matrices, and their learning styles were measured via the Honey and Mumford questionnaire. Immediate knowledge retention was evaluated through a 20-item multiple-choice test. Results revealed a significant main effect of instructional method on post-test performance (p < 0.001), with the real-person group achieving the highest mean score, followed by PowerPoint and VR groups. IQ was a significant predictor of performance across conditions but did not moderate the effect of instructional method. Gender and learning-style preferences showed no meaningful associations with learning outcomes. The findings suggest that, for novice learners engaging with complex technical content, immersive VR may impose additional cognitive demands that hinder immediate knowledge acquisition. These results contribute empirical support to Cognitive Load Theory and the Cognitive Affective Model of Immersive Learning, emphasizing the need for careful instructional design and cognitive scaffolding in VR-based education. Full article

This study explores the potential of immersive virtual reality (IVR) to enhance knowledge transfer in vocational education, particularly in bridging the gap between academic learning and practical workplace application. The focus lies on relevant predictors for actual learning transfer, namely knowledge acquisition and the transfer-related self-efficacy. Additionally, the Cognitive Affective Model of Immersive Learning (CAMIL) is used to investigate potential predictors in IVR learning. This approach allows for empirical testing of the CAMIL and validation of its assumptions using empirical data. To address the research questions, a quasi-experimental field study was conducted with 141 retail trainees at a German vocational school. Participants were assigned to either an IVR group or a control group receiving traditional instruction. The intervention spanned four teaching sessions of 90 min each, focusing on the design of a retail sales area based on sales-promoting principles. To assess subject-related learning outcomes, a domain-specific knowledge test was developed. In addition, transfer-related self-efficacy and other relevant constructs were measured using Likert-scale questionnaires. The results show that IVR-based instruction significantly improves knowledge acquisition and transfer-related self-efficacy compared to traditional teaching methods. In terms of the CAMIL-based mechanisms, significant correlations were found between transfer-related self-efficacy and factors such as interest, motivation, academic self-efficacy, embodiment, and self-regulation. Additionally, correlations were found between knowledge acquisition and relevant predictors such as interest, motivation, and self-regulation. These findings underscore IVR’s potential to facilitate knowledge transfer in vocational school, highlighting the need for further research on its long-term effects and the actual application of learned skills in real-world settings. Full article

This quantitative study investigates the effects of virtual reality immersion on enhancing scientific habits of mind (critical and creative thinking) through the mediation of flow experience, motivation, and self-regulation in high school biology classes in East Jerusalem. The random multi-stage cluster sample consisted of 347 high school students from three schools who learned biology concepts constructively during the first semester using VR-based instruction, complying with the principles of the Cognitive Affective Model of Immersive Learning (CAMIL). The results of PLS-SEM revealed that VRI significantly affected critical and creative thinking directly and indirectly. Cases of partial and complete mediation intervened, showing the effects of mediators on enhancing habits of mind through a sequence of mediation flowing from flow experience through motivation to self-regulation, which functioned as a key intermediary factor in the relationship between virtual reality immersion and habits of mind. Based on the results of the study, the complex structure warrants further investigation. The results of the study suggest that VRI’s impact on critical and creative thinking was intensified through mediation effects. In addition, the findings confirm that flow experience and motivation played essential roles in fostering a conducive learning environment that supports cognitive skill development. The results highlight that the enhancement of self-regulation was a necessary step for the enhancement of critical and creative thinking. The study recommends integrating VRI into teaching biology to enhance students’ higher-order thinking skills. Further studies on self-regulation should explore adaptive interventions that strengthen self-regulatory strategies to maximize the cognitive benefits of virtual reality immersion. Full article

Advances in information technology have enabled virtual museums to transcend traditional physical boundaries and become important tools in education. Despite their growing use, the factors influencing the effectiveness of virtual museums in enhancing students’ learning motivation remain underexplored. This study investigates key factors that promote learning motivation among secondary school students using the National Museum of Nature’s Online Virtual Exhibition as a case study. Grounded in the Stimulus–Organism–Response (S-O-R) theoretical framework, a conceptual model was developed and empirically tested using Structural Equation Modeling (SEM) to examine relationships among stimulus variables, psychological states, and learning motivation. Results reveal that affective involvement, cognitive engagement, and perceived presence significantly enhance learning motivation, while immersion shows no significant effect. Among the stimulus factors, perceived enjoyment strongly promotes affective involvement, perceived interactivity enhances cognitive engagement, and content quality primarily supports cognitive processing. Visual aesthetics contribute notably to immersion, affective involvement, and perceived presence. These findings elucidate the multidimensional mechanisms through which user experience in virtual museums influences learning motivation. The study provides theoretical and practical implications for designing effective and engaging virtual museum educational environments, thereby supporting sustainable digital learning practices. Full article

Background: This study extends the theoretical framework based on the Cognitive–Affective Model of Immersive Learning (CAMIL) by incorporating flow state and cognitive absorption to investigate the effectiveness of virtual reality (VR) in nursing education. Methods: A randomized experimental design was adopted. A total of 209 students from three nursing assistant training centers in Taiwan were recruited through convenience sampling and randomly assigned to either immersive virtual reality (IVR) or Desktop VR groups for nasogastric tube feeding training. Data were collected through structured questionnaires and analyzed using partial least squares structural equation modeling (PLS-SEM). Results: The results revealed that immersion, curiosity, and control significantly impacted presence, which, in turn, positively influenced the flow state (β = 0.81, p < 0.001). Flow demonstrated positive effects on intrinsic motivation (β = 0.739, p < 0.001), situational interest (β = 0.742, p < 0.001), and self-efficacy (β = 0.658, p < 0.001) while negatively affecting extraneous cognitive load (β = −0.54, p < 0.001). Multigroup analysis showed that IVR had a stronger control–presence effect (|diff| = 0.337, p = 0.016), and flow had a great effect on motivation (|diff| = 0.251, p = 0.01), interest (|diff| = 0.174, p = 0.035), and self-efficacy (|diff| = 0.248, p = 0.015). Desktop VR more effectively reduced cognitive load (|diff| = 0.217, p = 0.041). Conclusions: These findings provide theoretical insights into the role of flow in VR learning and practical guidance for implementing VR technology in nursing education. Full article

Knowledge visualization has gained significant research attention for its potential to facilitate knowledge construction through interactive graphics while minimizing cognitive load during information processing. However, limited research has examined the integration of knowledge visualization within highly interactive mixed-reality environments and its effects on user experiences and science, technology, engineering, and mathematics (STEM) sustainability. Drawing on the cognitive-affective model of immersive learning, this study investigates how learners’ user experiences, elicited by mixed-reality features and usability, influence their sustainable engagement with STEM learning through knowledge-visualization tools framed within the stimulus–organism–response model. A novel mixed-reality learning system was developed, with the user interface designed using concept maps to graphically visualize concept nodes and their interconnected relationships. A total of 136 learners from two high schools in China participated in an experiment on frictional physics using this novel system. Using structural equation modeling, the collected data were analyzed with partial least squares. The findings demonstrate that mixed-reality features of knowledge visualization (featured by 3D graphics, interface design, and operational functions), as well as usability (featured by the perceived usefulness of the concept map, perceived ease of use, and perceived usefulness of the system), have positive significant impacts on user experience (represented by satisfaction, perceived enjoyment, and attitude). Subsequently, positive user experiences have positive significant impacts on learners’ sustained intention to engage with STEM education. Further mediating analysis provides empirical evidence that positive user experiences, acting as a psychological enabler, mediate the relationship between system design and behavioral intention. The research model explains 65.2% of the variance for system usability, 53.4% for satisfaction, 51.5% for perceived enjoyment, 54.9% for attitude, and 63.2% for continuance intention. By fostering positive user experiences in STEM learning, this study offers valuable insights for educators and practitioners seeking to implement effective interactive knowledge visualizations to support sustainable STEM education and immersive learning. Full article

Both constructivist learning and situation-cognitive learning believe that learning outcomes are significantly affected by the context or learning environments. However, since 2019, the world has been ravaged by COVID-19. Under the threat of the virus, many offline activities, such as some practical or engineering courses, have been subjected to certain restrictions. Virtual Reality (VR) is an emerging, promising, and rapidly developing technology that enables users to obtain a near-real immersion experience by combining technologies such as computer science, communication, vision, etc. In the context of COVID-19, the advantages of VR immersive experiences are highlighted. By constructing a virtual learning environment, VR technology can greatly compensate for the shortage of traditional teaching conditions and help learners to carry out cognitive learning better. However, currently, VR-enhanced cognitive learning is still in its infancy, along with numerous problems and limitations. Therefore, this paper first conducted an in-depth study of some related concepts, such as constructivist learning and situated cognition learning. Then it proposes a general VR-enhanced cognitive learning framework and designs the general steps for constructing learning situations with VR technology. Based on the proposed model and framework, it developed a campus knowledge-learning APP using VR tools. Through a case study, it verified the validity and performance of the model and strategies. Questionnaire survey and experimental results show that the new model achieves a good learning effect and improves the efficiency of learning by at least 20% compared to the traditional learning methods. Full article