Feeling "wow" in learning: The effects of virtual reality exhibition environments on emotions and learning

Abstract

As virtual reality (VR) continues to redefine educational and cultural experiences, this study explores how virtual reality (VRE) environments influence the emotion of awe, generic learning outcomes (GLOs), and well-being. Awe, an emotional response to perceptually or conceptually vast stimuli, often leads to a need for mental accommodation plays a pivotal role in museum and cultural experiences. While empirical evidence supports VR's ability to evoke awe through immersive vastness and extraordinary experiences, the specific role of VREs in this context remains underexplored. To address this gap, the current study compares two distinct VRE settings (perceptual vastness high: outdoor vs. perceptual vastness low: indoor) and examines the mediating roles of perceived vastness and the need for accommodation, both central to the awe experience. A sample of 65 participants was analyzed, revealing that the outdoor environment elicited significantly higher vastness than the indoor environment. While VREs did not directly affect GLOs or well-being, vastness mediated these outcomes with significant positive indirect effects. These findings highlight the potential of thoughtful VRE design to enhance both educational and emotional visitor experiences.