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<p>While virtual reality (VR) learning experiences have been widely studied in formal educational settings, fewer studies have explored their impact in non-formal environments across diverse age groups. This study used path analysis to examine how place-based local context, immersion, presence, and VR design features (narrative, guidance and feedback) predict participants’ engagement, industrial history content knowledge, affective learning, and perceptions of local environmental learning. Multivariate analysis of variance (MANOVA) was also conducted to explore differences by age, gender, race, and watershed residence. Results indicated a statistically significant increase in content knowledge from pretest to posttest, with no significant group differences for gender, race, or residence across outcome variables. Path analysis findings highlighted the importance of presence and local context for engagement and affective learning. Engagement was positively related to all learning outcomes and served as a significant mediator between local context and learning of the local environment, between local context and affective learning, and between presence and affective learning. VR design features, including the narrative component, did not significantly predict engagement or learning outcomes. The findings underscore the importance of authentic place-based contexts and presence in fostering engagement and learning in non-formal VR environments. While narrative design may contribute to VR learning experiences, its effects may be context-dependent, with experiential factors such as presence and local context playing a more central role in shaping engagement and learning outcomes.</p>

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The impact of place-based local contexts, presence, and narrative design on headset virtual reality engagement and learning in non-formal education settings

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月29日

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  • Alec Bodzin,
  • Qiong Fu,
  • Robson Araujo-Junior,
  • Tom Hammond,
  • Zilong Pan,
  • Jiayan Zhu,
  • Thi Tran,
  • Quan Le,
  • Madix Marlatt

摘要

While virtual reality (VR) learning experiences have been widely studied in formal educational settings, fewer studies have explored their impact in non-formal environments across diverse age groups. This study used path analysis to examine how place-based local context, immersion, presence, and VR design features (narrative, guidance and feedback) predict participants’ engagement, industrial history content knowledge, affective learning, and perceptions of local environmental learning. Multivariate analysis of variance (MANOVA) was also conducted to explore differences by age, gender, race, and watershed residence. Results indicated a statistically significant increase in content knowledge from pretest to posttest, with no significant group differences for gender, race, or residence across outcome variables. Path analysis findings highlighted the importance of presence and local context for engagement and affective learning. Engagement was positively related to all learning outcomes and served as a significant mediator between local context and learning of the local environment, between local context and affective learning, and between presence and affective learning. VR design features, including the narrative component, did not significantly predict engagement or learning outcomes. The findings underscore the importance of authentic place-based contexts and presence in fostering engagement and learning in non-formal VR environments. While narrative design may contribute to VR learning experiences, its effects may be context-dependent, with experiential factors such as presence and local context playing a more central role in shaping engagement and learning outcomes.