Virtual reality for fire safety training: study of factors involved in immersive learning

For several years, virtual reality (VR) has been increasingly used in many fields, including learning. It has shown many benefits such as increased learner's safety and engagement. However, the effects of factors that can influence the enhancement of knowledge and the development of skills within immersive virtual devices are still debated. This paper explores the impact of the level of immersion on conceptual and procedural learning outcomes within a virtual environment (VE) for fire safety training. Using a moderated mediation model, we investigated the impact that sense of presence, motivation, cognitive load and emotions had on the relationship between immersion and learning. We then identified that immersion exerts a direct positive effect on procedural learning, but does not exert a direct effect on conceptual learning. None of the relationships between immersion and both types of learning by the sense of presence, the cognitive load, the motivation, and the emotions were significant. Finally, we found that immersion affects the sense of presence through motivation.