Investigating Students’ Immersion in Relation to Cultural Heritage Learning in a Virtual Reality Environment

Abstract

This case study analyzed an IVR activity to understand (a) whether immersion reflects a subjective psychological process towards presence and flow or whether these states reflect objective properties of VR, as well as (b) the relation of immersion to learning. Data were collected with questionnaires, post-VR-activity interviews, and screen-recordings of the activity of two higher education students. Our findings supported a subjective nature of immersion as well as a positive relation to students’ learning.