ArticleFrontiers in psychology2026
Effects of virtual nature scenes and imagery dialogue intervention on academic anxiety in college students.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Academic anxiety is increasingly prevalent among college students and can negatively affect both academic performance and mental well-being. Virtual reality-based nature exposure has emerged as a promising approach for emotional regulation. This study examined whether integrating imagery dialogue with virtual natural environments could enhance the effectiveness of anxiety interventions. Methods: A 2 (time: pre-test, post-test) × 4 (group: imagery dialogue-based virtual nature, virtual nature, imagery dialogue, control) mixed experimental design was adopted. Sixty college students with high academic anxiety were randomly assigned to one of the four groups and participated in a three-week intervention. Subjective measures, including the Academic Anxiety Questionnaire and the State Anxiety subscale of the State-Trait Anxiety Inventory, and physiological indicators, including heart rate and skin temperature, were collected before and after the intervention. Results: All intervention groups showed significant reductions in academic anxiety from baseline, while the control group showed no significant pre-post change. The combined group showed the largest descriptive reduction, but superiority over single interventions was not established. Physiological indicators showed favorable pre-post changes, with significant time × group interactions for both indicators. Conclusion: Imagery dialogue, virtual nature exposure, and their combination may all contribute to reducing academic anxiety among college students, with the combined approach showing potential as a digital intervention strategy.
Indexed as
Identifiers
What OpenQuestion holds
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.