A Study on the Learning Effects of Different Types of Knowledge in VR Environment

A valid sample of 64 people was recruited from a university in Tianjin, China, including 43 female students and 21 male students, with professional backgrounds ranging from science and engineering to humanities and social sciences. All learners are native Chinese speakers, with normal visual and auditory perception or correction, and have no prior experience using VR, nor are they familiar with the relevant learning content. Randomly assign participants to a high immersion group (N=32) and a low immersion group (N=32). Adopting a 2 × 2 two factor mixed design, immersion level (high immersion and low immersion) was used as the inter subject variable, and knowledge type (declarative knowledge and procedural knowledge) was used as the intra subject variable, including two experimental groups. Investigate the emotional experiences, cognitive performance, and learning outcomes of learners in two different immersive environments when learning two types of knowledge.