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<p>In the digital age, integrating virtual reality into traditional Chinese ink painting offers new pathways for aesthetic education. Grounded in embodied cognition and aesthetic experience theories, this study uses partial least squares structural equation modelling combined with artificial neural network analysis to examine how immersion, presence, and interactivity influence students’ aesthetic perception, cognition, and emotion. Questionnaire data were collected from 228 undergraduate ink painting majors in China. The results show that all three characteristics have significant positive effects on these three aspects of aesthetic experience, with presence and interactivity exerting the most decisive influence on aesthetic emotion. In addition, the model explains 74.4% of the variance in aesthetic emotion, while the importance-performance and neural network analyses further confirm the prominent roles of presence and interactivity. This study clarifies the mechanism through which virtual reality environments stimulate students’ aesthetic emotion by linking core VR characteristics with aesthetic perception and cognition. It extends prior VR art education research by moving beyond general descriptions of immersive experience and offering a mechanism-based explanation in the specific context of Chinese ink painting education. Practically, the findings provide targeted guidance for optimizing VR-supported aesthetic education in ink art teaching.</p>

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The impact of VR immersion, presence and interactivity on aesthetic emotion in Chinese ink painting education: a PLS-SEM and ANN approach

  • 期刊论文

  • 发表日期：

    2026年7月29日

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  • Xiaofeng Lin,
  • Helmi Norman,
  • Intan Farahana Kamsin,
  • Haipeng Yang,
  • Nian Xu,
  • Wenyu Zhang

摘要

In the digital age, integrating virtual reality into traditional Chinese ink painting offers new pathways for aesthetic education. Grounded in embodied cognition and aesthetic experience theories, this study uses partial least squares structural equation modelling combined with artificial neural network analysis to examine how immersion, presence, and interactivity influence students’ aesthetic perception, cognition, and emotion. Questionnaire data were collected from 228 undergraduate ink painting majors in China. The results show that all three characteristics have significant positive effects on these three aspects of aesthetic experience, with presence and interactivity exerting the most decisive influence on aesthetic emotion. In addition, the model explains 74.4% of the variance in aesthetic emotion, while the importance-performance and neural network analyses further confirm the prominent roles of presence and interactivity. This study clarifies the mechanism through which virtual reality environments stimulate students’ aesthetic emotion by linking core VR characteristics with aesthetic perception and cognition. It extends prior VR art education research by moving beyond general descriptions of immersive experience and offering a mechanism-based explanation in the specific context of Chinese ink painting education. Practically, the findings provide targeted guidance for optimizing VR-supported aesthetic education in ink art teaching.