ArticleFrontiers in psychology2025
Optimizing immersive learning in crisis management: cognitive and psychological mechanisms of VR training.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
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Who cites it
1 citing paper in PubMed.
- Virtual Reality to Improve Breastfeeding Outcomes: A Systematic Review and Meta-Analysis.Nursing reports (Pavia, Italy) · 2026Review
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Virtual Reality (VR) training holds significant promise for crisis education, yet the cognitive and psychological mechanisms through which it enhances higher-order decision-making skills remain inadequately explained. Grounded in Presence Theory and Cognitive Load Theory, this study investigates how VR training improves decision-making competence, examining the mediating role of immersion and the moderating effect of training duration. Methods: A cross-sectional survey was conducted with 352 emergency response professionals from China, selected via stratified random sampling. Data were analyzed using a combination of Structural Equation Modeling (SEM) and Hayes' PROCESS macro (Model 59) to test a moderated mediation model. Results: The model demonstrated substantial predictive accuracy, explaining 35.1% of the variance in immersion and 23.8% in decision-making competence. VR training positively predicted decision-making ( Conclusion: This study empirically validates immersion as a key psychological mechanism in VR-based learning and identifies training duration as a temporal boundary condition shaping its effectiveness. Theoretically, it extends Presence Theory by linking immersive experience to higher-order cognitive performance; practically, it informs the design of VR-based training policies by emphasizing the coordination of cognitive load, temporal factors, and human-VR interaction design to optimize learning outcomes.
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