The Motivational Architecture of Mobile Virtual Reality: An Evidence-Informed Structural Model for Enhancing Art Education

Zhao Yan; Jamilah Binti Omar; Azlin Iryani Binti Mohd Noor

doi:10.3991/ijim.v20i16.62586

Authors

Zhao Yan Universiti Pendidikan Sultan Idris, Tanjung Malim, Malaysia
Jamilah Binti Omar Universiti Pendidikan Sultan Idris, Tanjung Malim, Malaysia
Azlin Iryani Binti Mohd Noor Universiti Pendidikan Sultan Idris, Tanjung Malim, Malaysia

DOI:

https://doi.org/10.3991/ijim.v20i16.62586

Keywords:

Immersive Virtual Reality, Higher Art Education, Student Motivation, ARCS, Presence, Sense of Agency, Teaching Effectiveness

Abstract

This systematic literature review (SLR) develops an evidence-informed structural model to explain how mobile immersive virtual reality (IVR) design conditions influence student motivation and teaching effectiveness in higher art education. Using a theory-based approach and Design and Development Research (DDR) principles, the study searched major academic databases, including Scopus, Web of Science, and ERIC, to identify and analyse 19 key studies published from 2021 to 2025. The results show a dual-pathway mechanism. Positive psychological factors, such as presence and sense of agency (SoA), boost different parts of Keller’s ARCS motivation model (Attention (A), Relevance (R), Confidence (C), Satisfaction (S)). At the same time, the model identifies a negative pathway in which hardware problems, additional cognitive load, and cybersickness lower student C and S. Together, these findings yield 10 testable ideas and show that technology features alone do not ensure learning transfer. In conclusion, real teaching effectiveness depends on clear instructional design choices. This framework offers essential practical guidance for art educators by recommending the systematic integration of mobile IVR configurations within studio-based, scaffolded critique, defence, and revision cycles.

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