Investigating Immersion in VR-Based Learning: The Role of Focused Observation in Animated Experiences

Abstract

This study aims to preliminarily explore the degree of immersion elicited by virtual reality (VR) educational materials among university students majoring in design-related fields. The research compares students' learning experiences while viewing the same 360-degree animated film Lutaw using either a VR headset or a traditional 2D screen. Participants were second- and third-year undergraduate students, and the experiment was conducted in two stages. The first stage involved a focused observation test, in which students watched the film and answered 10 multiple-choice questions based on its details. A total of 40 students completed this stage. In the second stage, students switched from 2D viewing to a VR headset experience; 17 students completed this phase. Results indicated that students in the VR condition reported significantly higher levels of immersion, presence, concentration, and engagement compared to those in the 2D condition. However, no significant differences were found in test scores between the two groups. The findings suggest that while VR can enhance the immersive quality of the learning experience, the mode of delivery—VR or 2D—does not appear to affect measurable learning outcomes. These insights offer valuable implications for future educational applications of VR in metaverse-based learning environments.