Reflecting the trend of virtual reality (VR) studies in crisis and disaster communication, this study designed VR content on fire evacuation and aimed to investigate the effects of VR for educational purposes on perceptual and cognitive factors. Using a 2 (viewing condition: video vs. VR) × 2 (quiz: presence vs. absence) between-subjects design, an experiment was conducted with 176 university students in South Korea. Findings revealed that participants who were exposed to VR (compared with video) experienced greater spatial presence and, in turn, had higher response efficacy and self-efficacy. The inclusion of pop quizzes in the material hindered the evaluation of the direct and indirect effects of VR. The findings of this study can contribute to expanding the theoretical framework of VR research and identifying learning-related factors to develop more effective educational materials related to fire evacuation.

This study uses four manipulated versions of a website that provides particulate matter (PM) information, by differentiating the degree of interactivity of website features, to examine the effect of interactivity on systematic processing and behavioral intention. The data from the online experiment show that the medium level of interactivity was effective for enhancing systematic processing and, in turn, increased intentions to learn about the website. In addition, this relationship was especially emphasized for those who had negative preexisting PM attitudes. The findings contribute to developing the framework of interactivity research and provide suggestions for website design.