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<p>Emotions shape cognitive processes, motivation, and academic outcomes. Among these, epistemic emotions have significant impacts on intellectual engagement. The increasing utilization of immersive virtual reality (ImVR) in education enhances the potential for emotion-driven learning experiences due to its capacity to create absorbing and emotionally evocative environments. Despite ImVR’s transformative potential, limited research has examined the dynamic interplay of epistemic emotions and their influence on learning motivation and academic performance. For that matter, the study developed and tested a model to analyze how positive and negative epistemic emotions interact, shape learning outcomes and motivation, and vary by gender in ImVR contexts. An application able to evoke emotions was selected and 124 university students participated in the study. Findings revealed that positive epistemic emotions, particularly enjoyment, curiosity, and surprise enhanced both motivation and learning. Enjoyment emerged as the most impactful factor, suppressing negative emotions such as anxiety and boredom, while fostering motivation and learning. Negative emotions like frustration and anxiety hindered learning, with anxiety reducing motivation and frustration demonstrating a paradoxical positive effect. Gender differences were evident, with males showing elevated enjoyment and surprise and reduced anxiety and confusion. Overall, ImVR amplified emotional engagement, highlighting its promise for advancing research and practice in emotion-driven educational design.</p>

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Learning, motivation, gender, and epistemic emotions: how are they connected in the context of immersive virtual reality?

  • 期刊论文

  • 发表日期：

    2026年5月29日

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  • Emmanuel Fokides

摘要

Emotions shape cognitive processes, motivation, and academic outcomes. Among these, epistemic emotions have significant impacts on intellectual engagement. The increasing utilization of immersive virtual reality (ImVR) in education enhances the potential for emotion-driven learning experiences due to its capacity to create absorbing and emotionally evocative environments. Despite ImVR’s transformative potential, limited research has examined the dynamic interplay of epistemic emotions and their influence on learning motivation and academic performance. For that matter, the study developed and tested a model to analyze how positive and negative epistemic emotions interact, shape learning outcomes and motivation, and vary by gender in ImVR contexts. An application able to evoke emotions was selected and 124 university students participated in the study. Findings revealed that positive epistemic emotions, particularly enjoyment, curiosity, and surprise enhanced both motivation and learning. Enjoyment emerged as the most impactful factor, suppressing negative emotions such as anxiety and boredom, while fostering motivation and learning. Negative emotions like frustration and anxiety hindered learning, with anxiety reducing motivation and frustration demonstrating a paradoxical positive effect. Gender differences were evident, with males showing elevated enjoyment and surprise and reduced anxiety and confusion. Overall, ImVR amplified emotional engagement, highlighting its promise for advancing research and practice in emotion-driven educational design.