ArticleBehavioral sciences (Basel, Switzerland)2025
The Impact of Virtual Reality Immersion on Learning Outcomes: A Comparative Study of Declarative and Procedural Knowledge Acquisition.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
4 citing papers in PubMed.
- Beyond Immersion: A Stage-Based Framework for Cross-Modal Immersive Technologies in Medical Education.Cureus · 2026Article
- VR-guided deep breathing during needle procedures in children.Scientific reports · 2026Article
- A cross-cultural comparison on perception for extended reality (XR) learning environmental simulation of animal drug administration.Frontiers in veterinary science · 2026Article
- Virtual Reality-Based Cognitive and Physical Interventions in Cognitive Impairment: A Network Meta-Analysis of Immersion Level Effects.Behavioral sciences (Basel, Switzerland) · 2025Review
Corrections and comments
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Authors and funding
4 authors.
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Abstract
The potential of Virtual Reality (VR) in enhancing learning and training is being widely explored. The relationship of immersion, as one of the core technical features of VR, with knowledge types has not been fully explored. This study aims to investigate how VR immersion levels (high vs. low) affect the acquisition of declarative and procedural knowledge, as well as related cognitive and affective factors. A 2 × 2 mixed design was adopted, with 64 college students who had no VR experience and no background in professional medical knowledge being randomly assigned to either a high-immersion group (using HTC Vive Pro headsets) or a low-immersion group (using desktop monitors). Participants completed learning tasks on thyroid and related diseases (declarative knowledge) and cardiopulmonary resuscitation (procedural knowledge), followed by knowledge tests and self-report questionnaires to measure presence, motivation, self-efficacy, cognitive load, and emotional states. Results showed that high immersion significantly improved learning outcomes for both types of knowledge with large effect sizes. In both knowledge domains, high immersion also enhanced presence, intrinsic motivation, self-efficacy, and positive emotions. However, cognitive load was reduced only for declarative knowledge, and no significant effects were observed for self-regulation. These findings highlight the differential impact of VR immersion on knowledge acquisition and provide insights for optimizing VR-based educational interventions.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.