Investigating Emotions in Virtual Reality-Based Learning Environment: Cognitive Load, Academic Performance, and Knowledge Exploration

Abstract

The present study examined the potential of virtual reality (VR) as a tool for eliciting epistemic emotions and enhancing learning outcomes. A total of 150 undergraduate Psychology students engaged in a VR-based learning application. Following their interaction, participants reported a range of epistemic emotions, including two positive (curiosity and enjoyment), four negative (confusion, anxiety, frustration, and boredom), and one neutral emotion (surprise). They also completed a knowledge assessment based on the application’s content, along with self-report measures of cognitive load and the extent of their knowledge exploration. Findings demonstrated that VR environment evoked a diverse spectrum of epistemic emotions. Path analysis revealed significant positive effects of both task performance and perceived application’s cognitive load on negative emotions, particularly confusion. Surprise emerged as a pivotal emotional stimulus, positively predicting curiosity and enjoyment. These positive emotions, in turn, significantly predicted knowledge exploration. Directions for future research and educational implications are discussed.