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Immersive virtual reality learning environments for higher education: a student acceptance study

2025-12Journal article Open access
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dc.contributor.authorAufenanger, Stefan
dc.contributor.authorBastian, Jasmin
dc.contributor.authorBastos, Glória
dc.contributor.authorCastelhano, Maria
dc.contributor.authorFerreira, Célia
dc.contributor.authorFokides, Emmanuel
dc.contributor.authorGavalas, Damianos
dc.contributor.authorKasapakis, Vlasis
dc.contributor.authorAgelada, Androniki
dc.contributor.authorKostas, Apostolos
dc.contributor.authorKoutromanos, George
dc.contributor.authorMakrides, Gregory
dc.contributor.authorMorgado, Leonel
dc.contributor.authorSzemberg, Tomasz
dc.contributor.authorPedrosa, Daniela
dc.contributor.authorSofos, Alivizos
dc.contributor.authorSzpond, Justyna
dc.date.accessioned2025-07-03T09:06:47Z
dc.date.available2025-07-03T09:06:47Z
dc.date.issued2025-12en_US
dc.date.updated2025-07-02T15:13:48Z
dc.description.abstractThe study investigates the integration of Virtual Reality Learning Environments (VRLEs) in academic teaching through the EU-funded "REVEALING" project. Researchers from Cyprus, Germany, Greece, Poland, and Portugal developed and evaluated five different immersive VRLEs, each focusing on diverse educational topics, including ancient Greek technology, sea urchin measurements, linear algebra, and historical expeditions. The study aims to determine effective instructional design principles for VRLEs and assess students’ acceptance and learning outcomes. The VRLEs were designed based on literature-derived principles that emphasise ease of tool usage, authentic experiences, and continuous feedback. Students from the participating universities explored these VR environments, providing feedback through a standardized questionnaire on aspects like immersion, ease of use, motivation, and emotions. Results show that most participants positively engaged with the VRLEs, reporting high motivation and positive emotional responses, particularly for experiences involving interactivity. However, challenges like motion sickness and technical issues were noted, especially at one institution. The findings suggest that immersive VR experiences can significantly enhance motivation and engagement, but their effectiveness depends on careful alignment with pedagogical goals, design quality, and user experience considerations.por
dc.description.sponsorshipFunding: This work was supported by the European Commission, under project REVEALING –REalisation of Virtual rEAlity LearnING environments (VRLEs) for Higher Education –Erasmus+/Cooperation Partnerships 2021-1-DE01-KA220-HED-000032098.
dc.description.versioninfo:eu-repo/semantics/publishedVersion
dc.identifier.doi10.1016/j.cexr.2025.100105en_US
dc.identifier.issn2949-6780en_US
dc.identifier.slugcv-prod-4519248
dc.identifier.urihttp://hdl.handle.net/10400.2/19977
dc.language.isoeng
dc.peerreviewedyes
dc.relationREVEALING - REalisation of Virtual rEality LearnING Environments (VRLEs) for Higher Education
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.subjectVirtual realityen_US
dc.subjectImmersive learningen_US
dc.subjectHigher educationen_US
dc.titleImmersive virtual reality learning environments for higher education: a student acceptance studyeng
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleREVEALING - REalisation of Virtual rEality LearnING Environments (VRLEs) for Higher Education
oaire.awardURIhttp://hdl.handle.net/10400.2/19944
oaire.citation.startPage100105
oaire.citation.titleComputers & Education: X Realityen_US
oaire.citation.volume7en_US
oaire.fundingStreamCooperation partnerships in higher education
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
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person.familyNamePedrosa
person.givenNameGlória
person.givenNameMaria
person.givenNameCélia
person.givenNameLeonel
person.givenNameDaniela
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person.identifier.scopus-author-id23025615500
rcaap.cv.cienciaid7119-981F-18A9 | LEONEL CASEIRO MORGADO
rcaap.rightsopenAccessen_US
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