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

Area of Science:

• Educational Technology
• Virtual Reality in Education
• Learning Sciences

Background:

• Interactive virtual reality (IVR) offers potential for embodied learning and group teaching.
• Limited research exists on how IVR features and experiences influence psychological and emotional learning outcomes.
• Media technology models and Control Value Theory of Achievement Emotions (CVTAE) provide a theoretical framework.

Purpose of the Study:

• To investigate the correlations between IVR technology features, learning experiences, and learning outcomes.
• To examine the mediating role of emotional experience in IVR-based learning.
• To apply structural equation modeling (SEM) to analyze these relationships.

Main Methods:

• Utilized structural equation modeling (SEM).
• Sample comprised 480 college students in a group-based IVR COVID-19 science museum simulation.
• Employed guided inquiry learning within the IVR environment.

Main Results:

• Presence and perceived enjoyment significantly mediate the link between VR features and perceived learning outcomes.
• Presence showed a stronger correlation with perceived learning effects.
• Enjoyment was more strongly associated with learning satisfaction.

Conclusions:

• Findings support VR-based instructional design and educational environment development.
• Provides theoretical backing for the application of IVR in experiential and group-led teaching.
• Highlights practical value for digital transformation in education.