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Cited by 386Virtual Reality Applications and ImpactsVisual and Cognitive Learning ProcessesOnline and Blended Learning

Benefits of taking a virtual field trip in immersive virtual reality: Evidence for the immersion principle in multimedia learning

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Makransky, Guido, Mayer, Richard E.·2022·Educational Psychology Review
DOI 10.1007/s10648-022-09675-4PMC PMC9023331
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Abstract

Abstract This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence ( d = 1.43), enjoyment ( d = 1.10), interest ( d = .57), and retention in an immediate ( d = .61) and delayed posttest ( d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate posttest, and interest mediated the pathway from instructional media to delayed posttest score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning.

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  • The Immersion-Satisfaction Trade-off is supported: deeper immersion enhances learning outcomes but reduces short-term satisfaction.

    “supporting the Immersion-Satisfaction Trade-off reported in prior studies (Makransky & Mayer, 2022).”

    From Balancing Affective Engagement and Cognitive Load in Generative-AI-Based Learning: Empathy, Immersion, and Emotional Design in Design Education (2025) · cites this paper as Makransky & Mayer, 2022

    The Results section (‘Do the Groups Differ on Ratings of for Presence, Enjoyment, and Interest?’; page unavailable) reports significantly higher enjoyment in the higher-immersion HMD group, not lower short-term satisfaction. The paper also reports better learning outcomes for that group, but its finding on enjoyment runs contrary to the claimed trade-off. (LLM, conf=0.92)

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  • Immersion positively affected motivation and perceived learning through heightened presence in VR environments.

    “Likewise, Makransky and Mayer (2022) showed that immersion positively affected motivation and perceived learning through heightened presence in VR environments.”

    From Balancing Affective Engagement and Cognitive Load in Generative-AI-Based Learning: Empathy, Immersion, and Emotional Design in Design Education (2025) · cites this paper as Makransky and Mayer (2022)

    The Results section (page unavailable) reports that greater immersion increased presence, which was related to enjoyment and interest—both relevant to motivation—and that these pathways were related to posttest scores. It does not report an effect on perceived learning in this study; the passage using that term, in “How Immersion Influences Learning” (page unavailable), describes earlier research by Makransky and Lilleholt. (LLM, conf=0.87)

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Cited by

Sorted by citations

Authors
Makransky, G., & Mayer, R. E.
Affiliations
  • University of Copenhagen (DK)
  • University of California, Santa Barbara (US)
Corresponding author
Makransky, Guido
ORCID
Venue
Educational Psychology Review
Publisher
Springer Science and Business Media LLC
Published
2022-04-22
Volume
34
Issue
3
Pages
1771-1798
ISSN
  • 1040-726X (ISSN-L)
  • 1573-336X
DOI
10.1007/s10648-022-09675-4
PMC
PMC9023331
OpenAlex
W4224253557
Cited by
386
References
15
Citations by year
2026: 104 · 2025: 114 · 2024: 85 · 2023: 62 · 2022: 21
FWCI
34.88
Type
journal article
Language
en
Open access
Licence
Locations
  • Educational Psychology Review (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Research at the University of Copenhagen (University of Copenhagen) (publishedVersion, cc-by)
Topics
  • Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
  • Social Sciences › Education › Online and Blended Learning
Keywords
immersive virtual reality, virtual field trips, head-mounted displays, multimedia learning, presence, enjoyment, interest, retention, climate change education, junior high school students, inquiry-based learning, instructional media

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