Immersive virtual reality versus interactive video: comparing the impact on learning outcomes, motivation, and engagement among college students

  • Nesreen Haddush Department of Education, Lehigh University; Bethlehem, PA, USA
  • Alec Bodzin Department of Education, Lehigh University; Bethlehem, PA, USA
DOI: https://doi.org/10.25304/rlt.v34.3628
Keywords: immersive VR, cognitive load, learning experience, higher education, multimedia learning

Abstract

Immersive virtual reality (VR) and interactive videos represent two forms of interactive multimedia utilized in education. Immersive VR, a relatively recent addition to educational technology, has gained attention with the advent of affordable commercial solutions and claims about its learning effectiveness. This study investigates and compares their impact on college students’ learning outcomes, motivation, and engagement. A total of 132 students participated in either immersive VR or interactive video learning experiences. Data were collected through pre- and post-knowledge assessments and self-report surveys measuring motivation and engagement. Findings revealed that participants in the immersive VR learning experience group exhibited significantly higher motivation and engagement than participants in the interactive video group. However, they achieved significantly lower learning outcomes than those in the interactive video group. Moreover, while motivation and engagement were positively correlated, neither factor showed a significant relationship with learning outcomes.

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Published
2026-03-05
How to Cite
Haddush , N., & Bodzin , A. (2026). Immersive virtual reality versus interactive video: comparing the impact on learning outcomes, motivation, and engagement among college students. Research in Learning Technology, 34. https://doi.org/10.25304/rlt.v34.3628
Issue
Vol. 34 (2026)
Section
Original Research Articles
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