Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process
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The purpose of this study is to evaluate the influence of emotional induction and level of immersion on knowledge acquisition and motivation. Two conditions were used for immersion modulation: a high immersive condition, which consisted of the viewing of educational content through a head-mounted-display; and a low immersive condition, which was achieved through direct viewing on a tablet. The emotional conditions, created through video simulation, consisted of a positive versus neutral mood induction procedure. The participants were 56 high school students enrolled on a social science course. The results indicate a significant effect of the positive emotion/high immersive condition in knowledge acquisition while positive emotion induction had a positive effect on the interest subscale of the motivation assessment tool used for both immersive conditions.
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The empirical articles that have compared IVR to less immersive media have consistently identified higher levels of enjoyment and intrinsic motivation in IVR-based lessons.
“The empirical articles that have compared IVR to less immersive media have also consistently identified higher levels of enjoyment (Makransky and Lilleholt 2018;Meyer et al. 2019), and intrinsic motivation (Makransky and Lilleholt 2018;Olmos-Raya et al. 2018;Villena Taranilla et al. 2019) in IVR-based lessons.”
From The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality (2021) · cites this paper as Olmos-Raya et al. 2018
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Chatzikonstantinidis, K., Papadopoulos, P., Chatzidarellis, E., Giama, E., & Papadopoulos, A. M. (2026) · Energy Sources Part A Recovery Utilization and Environmental Effects · doi:10.1080/15567036.2026.2709010
Natale, A. F. D., Bartolotta, S., Riva, G., Malighetti, C., Gaggioli, A., & Villani, D. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2732231
- Authors
- Contero, M., Olmos-Raya, E., Ferreira-Cavalcanti, J., Castellanos, M. C., Giglioli, I. A. C., & Alcañiz, M.
- Affiliations
- Universitat Politècnica de València (ES)
- Corresponding author
- Contero, Manuel
- Venue
- EURASIA Journal of Mathematics, Science and Technology Education
- Publisher
- Modestum Publishing Ltd
- Published
- 2018-02-28
- Volume
- 14
- Issue
- 6
- ISSN
- 1305-8215 (ISSN-L)
- 1305-8223
- OpenAlex
- W2788480366
- Cited by
- 83
- References
- 36
- Citations by year
- 2026: 6 · 2025: 10 · 2024: 16 · 2023: 13 · 2022: 8 · 2021: 13 · 2020: 11 · 2019: 5 · 2018: 1
- FWCI
- 7.48
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Eurasia Journal of Mathematics Science and Technology Education (publishedVersion, cc-by)
- PubliCatt (Università Cattolica del Sacro Cuore) (submittedVersion, cc-by)
- RiuNet (Universitat Politècnica de València) (submittedVersion, cc-by-nc-nd)
- Topics
- Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
- Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
- Physical Sciences › Computer Science › Information Systems › Education and Learning Interventions
- Keywords
- mobile virtual reality, virtual reality in education, immersion, positive emotion induction, mood induction, knowledge acquisition, student motivation, high school students, social studies education, head-mounted displays
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