Computers & Education: X Reality最新文献

{"title":"Unlocking learning potentials: Understanding user intentions in AI-fueled metaverse education","authors":"Sanjay Dhingra ,&nbsp;Abhishek Gupta ,&nbsp;Kanika Chaudhry ,&nbsp;Anil Kumar ,&nbsp;Himanshu Falwadiya","doi":"10.1016/j.cexr.2025.100131","DOIUrl":"10.1016/j.cexr.2025.100131","url":null,"abstract":"<div><h3>Purpose</h3><div>The metaverse is an interconnected network of virtual environments that facilitates immersive three-dimensional experiences through the integration of Internet of Things, virtual reality (VR), blockchain, and augmented reality (AR). As the application of metaverse is expanding in multiple domains, including education, it becomes essential to explore the potential impact within this context. Accordingly, the purpose of the study is to explore the adoption of AI-driven metaverse in the education system by utilizing the Technology Acceptance Model (TAM), Hedonic Consumption Behaviour Theory (HCBT) and six other factors derived from the literature.</div></div><div><h3>Method</h3><div>The structured questionnaire was used to collect data from 415 valid metaverse users through snowball sampling technique and analyzed using the “Partial Least Square Structural Equation Modelling (PLS-SEM)” in Smart PLS4.</div></div><div><h3>Results</h3><div>The research validates the importance of TAM, HCBT, and other identified factors in comprehending the metaverse adoption. The result of the study reveals that all the hypothesized relationships has been supported except perceived trialibility and perceived cyber risk affecting intention to adopt metaverse in education system (IMES). Additionally, the moderating role of social innovativeness has been found significant in influencing the relationship between attitude and IMES.</div></div><div><h3>Implications</h3><div>This study identifies significant factors influencing IMES, such as perceived ease of use, perceived usefulness, and emotional involvement. These factors serve as reference points for industry stakeholders, service providers, and policymakers to develop more immersive and engaging metaverse platforms for virtual learning environments that foster interactive, collaborative, and pedagogically effective educational experiences, ultimately enhancing learning outcomes for both students and teachers.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"8 ","pages":"Article 100131"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145705875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Immersive virtual reality for career counseling: A theory-driven framework integrating Social Cognitive Career Theory and presence","authors":"Mohamed K. Watfa","doi":"10.1016/j.cexr.2026.100160","DOIUrl":"10.1016/j.cexr.2026.100160","url":null,"abstract":"<div><div>Career decision-making during adolescence is complex and often constrained by limited exposure to real-world professional environments. Traditional career counseling approaches rely heavily on psychometric assessments and verbal descriptions, which may not adequately support informed vocational choices. This study investigates the effectiveness and underlying mechanisms of an immersive virtual reality (VR)–based career counseling system designed to enhance career decision quality among secondary school students. Grounded in Social Cognitive Career Theory (SCCT) and extended through experiential learning, embodied cognition, and presence theory, the proposed framework positions immersive VR as a decision-support environment rather than a purely motivational tool. A comparative study was conducted with students (N = 278) receiving either immersive VR-based career counseling or traditional assessment-based counseling.</div><div>Results from analysis of covariance (ANCOVA), controlling for baseline scores, revealed that students in the VR condition demonstrated significantly higher career decision confidence (F(1, 274) = 18.42, p &lt; .001, η² = 0.063) and greater career preference differentiation (F(1, 274) = 14.76, p &lt; .001, η² = 0.051) than those in the traditional condition. Structural equation modeling indicated good overall model fit (χ²/df = 2.31, CFI = 0.951, TLI = 0.944, RMSEA = 0.058, SRMR = 0.046). Immersive experience quality significantly predicted career self-efficacy (β = 0.62, p &lt; .001), which in turn predicted career decision confidence (β = 0.71, p &lt; .001). Outcome expectations partially mediated the relationship between self-efficacy and preference differentiation (indirect effect = 0.19, 95% CI [0.12, 0.27]). The model explained 56% of the variance in career decision confidence and 41% in career self-efficacy. Gender-based moderation analyses indicated no significant crossover effects, suggesting equitable benefits across male and female students.</div><div>These findings extend SCCT into immersive digital contexts and provide empirical evidence that embodied, presence-driven career simulations can meaningfully enhance decision confidence and preference clarity. The study contributes a validated theoretical framework, a scalable system architecture, and robust empirical support for immersive VR as a mature, theory-informed enhancement to contemporary career counseling practice.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"8 ","pages":"Article 100160"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148183853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-review and feedback in virtual reality dialogues increase language markers of personal and emotional expression in an empathetic communication training experience","authors":"Anna C.M. Queiroz ,&nbsp;Jeremy N. Bailenson ,&nbsp;Kristen Pilner Blair ,&nbsp;Daniel L. Schwartz ,&nbsp;Candace Thille ,&nbsp;Anthony D. Wagner","doi":"10.1016/j.cexr.2025.100108","DOIUrl":"10.1016/j.cexr.2025.100108","url":null,"abstract":"<div><div>Technological advancements have transformed how people communicate, work, and develop critical skills, especially in leadership. These changes will require nuanced skills, particularly empathetic communication, which is pivotal in managing teams and maintaining high performance in distributed work environments. Virtual reality has shown encouraging results in developing empathy and communication skills. Moreover, natural language processing techniques can provide a deeper understanding of communication patterns and nuances. However, there is still much to learn about how virtual reality can support active, empathetic communication training in the workplace. Hence, we first developed a virtual reality experience where participants could embody the manager and the employee in a performance review meeting. Then, we investigated the effects of reviewing one's performance and receiving feedback in a virtual reality perspective-taking task, compared to not reviewing or receiving feedback. The study was pre-registered and followed a pre-and post-test study design. One hundred nine participants were randomly assigned to one of the three conditions: perspective-taking, perspective-taking with self-review, or perspective-taking with self-review and feedback. Empathetic communication skills were measured through self-report measures, human-coded scoring of written and spoken behavior, and natural language processing. Results showed that receiving feedback while reviewing one's performance in a perspective-taking task increased emotional expressions in oral communication. Repeating the interaction a second time increased the use of the “I” pronoun and decreased the use of “you.” Improvement in empathetic communication was not linked to feeling concern for others. We discuss implications for theories of learning via media and implications for practitioners.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100108"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144523879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting learning in synchronous collaborative game design in virtual worlds: A synergy between technological and pedagogical considerations","authors":"Yu Xia ,&nbsp;Shulong Yan ,&nbsp;Mengying Jiang ,&nbsp;Zipporah Brown","doi":"10.1016/j.cexr.2025.100110","DOIUrl":"10.1016/j.cexr.2025.100110","url":null,"abstract":"<div><div>Online collaboration has been ever present in our life and the same goes with collaborative learning in virtual worlds. However, little research has zoomed in on this type of collaborative learning context and we contribute to the understanding of technological infrastructure and pedagogical strategies to support collaborative learning in such a context. Taking a socio-material lens, we discuss four essential considerations in supporting collaborative design in virtual learning environments: social artifacts, togetherness, synchronicity, and multilevel participation. Cases were selected from a virtual makerspace offered in the summer of 2023 to illustrate the entanglement of technology and pedagogy. We then discuss in detail the technological and pedagogical considerations associated with these dimensions. Our framework provides concrete guidance for educators and researchers who are interested in offering or researching collaborative learning in virtual worlds.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100110"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144564071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and validation of a framework for promoting metaverse literacy among senior primary and university students","authors":"Siu Cheung Kong ,&nbsp;Yin Yang ,&nbsp;Hanqi Zhang","doi":"10.1016/j.cexr.2025.100121","DOIUrl":"10.1016/j.cexr.2025.100121","url":null,"abstract":"<div><div>The development of technologies such as real-time 3D rendering, extended reality, artificial intelligence, and the Internet of Things (IoT) has significantly increased the social impact of metaverses. There is a growing need to promote metaverse literacy among students to enable them to benefit from its development while mitigating potential risks. This study proposes a framework for promoting metaverse literacy, hypothesising that increased engagement in metaverses can enhance their social impact both directly and indirectly by improving people's understanding of them. We designed a metaverse literacy survey to verify this proposed framework and collected data from 415 primary school students and 574 university students. After confirming the validity and reliability of the survey, we applied confirmatory factor analysis and structural equation modelling to the primary school data and university data. Our results from the structural equation model (SEM) of the primary school data set supported the framework, showing a significant direct and indirect effect of engagement on social impact mediated by understanding. Results from both SEMs of the primary school students' and university students' data sets indicated the importance of providing opportunities for students to engage with metaverses to better understand their social impact. This research elucidates the relationships among the three dimensions of engagement, understanding, and social impact within the proposed framework.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100121"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pause for success: Harnessing interaction delay and target selection difficulty in VR hands-on learning environments","authors":"Sara Khorasani ,&nbsp;Stephain Hsu ,&nbsp;Rui Guan ,&nbsp;Jorge Goncalves ,&nbsp;Andrew Irlitti ,&nbsp;Jarrod Knibbe ,&nbsp;Eduardo Velloso","doi":"10.1016/j.cexr.2025.100103","DOIUrl":"10.1016/j.cexr.2025.100103","url":null,"abstract":"<div><div>Human-computer interaction (HCI) theory suggests that we should minimize interaction delays and reduce target selection difficulty to optimise performance. However, in learning scenarios, delays have been shown to cause ‘forced learning’ and difficulty can be an intrinsic motivator. Any interplay between delays, forced learning, difficulty, and the embodied, immersive explo-ration style of virtual reality (VR) remains poorly understood. We study the impact of delay and target selection difficulty on learning outcomes in VR. Using a VR makerspace training module with a 2x2 factorial, mixed-methods approach, we analyze the learning data from 124 participants who interacted with either a 5-s or zero delay post target selection, and <em>Easy</em> versus <em>Hard</em> target selection difficulties. The findings reveal that incorporating a 5-s delay post-interaction led to superior learning outcomes, providing users with more time to process and rehearse information. In contrast, altering the target selection difficulty showed negligible effects on learning outcomes, with participants reporting a simultaneous increase in engagement and distraction from the learning content. This research challenges conventional HCI theories within a VR context, suggesting potential educational benefits from strategically incorporated interaction delays.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100103"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144335770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Group dynamics in collaborative learning: Impact of emergent and scripted roles in tangible mobile augmented reality games","authors":"Gardeli Anna,&nbsp;Vosinakis Spyros","doi":"10.1016/j.cexr.2025.100102","DOIUrl":"10.1016/j.cexr.2025.100102","url":null,"abstract":"<div><div>This paper presents a study investigating the use of Tangible Mobile Augmented Reality (TMAR) for synchronous collaborative learning, with a focus on the influence of roles on group dynamics across various group compositions. This research addresses a gap in current understanding of how role structures affect problem-solving and collaborative behaviors in TMAR-based learning environments. A quasi-experimental research approach within-subjects design was used. The study involved 23 elementary school students who participated in an educational game designed to develop computational thinking skills. These students worked in small groups, using mobile devices and physical artifacts as markers to solve problems. Two modes of collaboration were examined: (1) emergent-role collaboration, where participants self-organized, and (2) scripted-role collaboration, where scripted roles were assigned. Qualitative content analysis was conducted to interpret qualitative data from structured observations and student feedback. Findings suggest that the effectiveness of TMAR-based collaboration depends on the group's underlying goal orientation. In goal-aligned groups, roles emerged naturally and supported productive interaction, while in less cohesive groups, scripted roles provided the necessary structure. <span>Furthermore</span>, the tangible features of TMAR show evidence of further support for role distribution and collaborative problem-solving when used appropriately. These insights contribute to the broader field of collaborative learning, computational thinking, and the application of TMAR in formal education settings.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100102"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144263625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of school-based immersive virtual reality interventions on learning in the K-6 range: A systematic literature review","authors":"Josua Dubach ,&nbsp;Sofia Anzeneder ,&nbsp;Sebastian Tempelmann ,&nbsp;Trix Cacchione","doi":"10.1016/j.cexr.2025.100117","DOIUrl":"10.1016/j.cexr.2025.100117","url":null,"abstract":"<div><div>Immersive virtual reality (IVR) is a rapidly evolving technology that has the potential to enhance learning. Recent experimental studies report higher learning gains in IVR environments compared to other VR types or analog teaching methods. However, effect sizes vary significantly, suggesting that IVR's effectiveness may be constrained by moderators related to IVR affordances (presence and agency), underlying motivational and cognitive factors, individual characteristics (age, prior knowledge of curriculum content), and IVR instructional setting. To address this issue, we conducted a PRISMA-guided systematic review of randomized controlled and quasi-experimental studies with K–6 learners across four databases (PsycINFO, PubMed, Web of Science, ERIC). Twenty-four studies were included. We analyzed IVR's effects on content-dependent knowledge acquisition and transfer, considering IVR affordances of agency and presence, underlying motivational and cognitive factors, and potential differential effects related to individual characteristics and IVR instructional setting (e.g. scaffolding measures). Results suggest that IVR can effectively enhance knowledge acquisition and transfer for K-6 learners, outperforming both analog teaching methods and non-immersive VR. These gains appear to be partially driven by increased agency and presence, as well as modulations in motivational and cognitive factors. However, contrary to previous evidence, individual characteristics such as age and prior knowledge do not consistently moderate IVR's effects on learning. Preliminary evidence further highlights the importance of instructional settings, particularly the inclusion of reflective activities and scaffolding measures. To maximize the potential of IVR in education, further research should systematically examine the individual and interactive effects of IVR affordances, cognitive and motivational factors, and instructional design.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100117"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Immersive virtual reality learning environments for higher education: A student acceptance study","authors":"Stefan Aufenanger ,&nbsp;Jasmin Bastian ,&nbsp;Glória Bastos ,&nbsp;Maria Castelhano ,&nbsp;Célia Dias-Ferreira ,&nbsp;Emmanuel Fokides ,&nbsp;Damianos Gavalas ,&nbsp;Vlasios Kasapakis ,&nbsp;Androniki Agelada ,&nbsp;Apostolos Kostas ,&nbsp;George Koutromanos ,&nbsp;Gregory Makrides ,&nbsp;Leonel Morgado ,&nbsp;Daniela Pedrosa ,&nbsp;Tomasz Szemberg ,&nbsp;Alivizos Sofos ,&nbsp;Justyna Szpond","doi":"10.1016/j.cexr.2025.100105","DOIUrl":"10.1016/j.cexr.2025.100105","url":null,"abstract":"<div><div>The study investigates the integration of Virtual Reality Learning Environments (VRLEs) in academic teaching through the EU-funded \"REVEALING\" project. Researchers from Cyprus, Germany, Greece, Poland, and Portugal developed and evaluated five different immersive VRLEs, each focusing on diverse educational topics, including ancient Greek technology, sea urchin measurements, linear algebra, and historical expeditions. The study aims to determine effective instructional design principles for VRLEs and assess students' acceptance and learning outcomes.</div><div>The VRLEs were designed based on literature-derived principles that emphasise ease of tool usage, authentic experiences, and continuous feedback. Students from the participating universities explored these VR environments, providing feedback through a standardized questionnaire on aspects like immersion, ease of use, motivation, and emotions.</div><div>Results show that most participants positively engaged with the VRLEs, reporting high motivation and positive emotional responses, particularly for experiences involving interactivity. However, challenges like motion sickness and technical issues were noted, especially at one institution. The findings suggest that immersive VR experiences can significantly enhance motivation and engagement, but their effectiveness depends on careful alignment with pedagogical goals, design quality, and user experience considerations.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100105"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144501021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Past lives, present learners: Future directions for history education in virtual reality","authors":"Miriam Mulders,&nbsp;Kristian H. Träg,&nbsp;Lilly Kaninski,&nbsp;Lara Rahner","doi":"10.1016/j.cexr.2025.100114","DOIUrl":"10.1016/j.cexr.2025.100114","url":null,"abstract":"<div><div>This study investigates the relationship between presence and learning outcomes in Virtual Reality (VR) environments, with a focus on both cognitive and affective learning. Using the <em>Anne Frank VR House</em>, a virtual replica of a hiding place for a group of Jewish people during World War II, 74 university students explored how the feeling of presence affects knowledge acquisition and perspective-taking. The results showed a significant positive correlation between presence and perspective-taking, but no effect on knowledge acquisition, meaning that a higher sense of presence predicted higher perspective-taking, while knowledge scores did not. These findings highlight VR's potential to create a sense of presence and thus foster emotional engagement in history education, suggesting that empathy-driven learning may be an effective way to engage students with complex socio-political issues beyond factual knowledge.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"7 ","pages":"Article 100114"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144665610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}