Research suggests that 3D virtual environments can be designed to prime engagement, creativity, and improve performance on many cognitive tasks. In this paper, we report on a study that compares the efficacy of context (environmental setting) on the priming of these desired effects within Desktop Virtual Reality (DVR) environments compared to Immersive VR (IVR), viewed from within a VR Head Mounted Device (HMD). We presented a 27-minute seminar “The Creative Process of Making an Animated Movie” to 68 participants within 4 different learning spaces: two with IVR (Prime and No Prime) and two with DVR (Prime and No Prime). The priming scenarios for both IVR and DVR environments included subject matter and popular culture visual artifacts related to animated movies and characters placed within a theatre classroom. This was intended to create a situated learning effect. The No Prime condition was presented in a standard classroom theatre without visual artifacts or any subject matter augmentation. A 20-question multiple-choice content test and UX survey were administered following the seminar while an affective questionnaire measuring anxiety and positive affect were provided before and after the seminar. Increased academic performance was observed with a significant difference in both DVR and IVR priming scenarios compared to the no priming conditions.

Research suggests that virtual environments can be designed to increase engagement and performance on many cognitive tasks. This paper compares the effect of specifically designed 3D environments intended to Prime these effects within Virtual Reality (VR). A 27-minute seminar “The Creative Process of Making an Animated Movie” was presented to 51 participants within three VR learning spaces: two Prime and one No Prime. The Prime conditions included two situated learning environments; an animation studio and a theatre with animation artifacts vs. the No Prime: theatre without artifacts. A 20-question multiple-choice content test, User Experience (UX), and affective (anxiety and positive affect) surveys were completed prior to and immediately after the learning session. Increased academic performance was observed in both Prime conditions compared to the control. UX and affective surveys related to the immersive VR experience were positive, but there were no significant differences observed between the Prime and No Prime conditions in either case.

Recent research indicates that many post-secondary students feel overwhelming anxiety, negatively impacting academic performance and overall well-being. In this paper, based on multidisciplinary literature analysis and innovative ideas in cognitive science, learning models, and emerging technologies, we introduce a theoretical framework that shows how and when priming activities can be introduced into the experiential learning cycle to reduce anxiety and increase cognitive bandwidth. This framework proposes a Virtual Reality based priming approach that uses games and meditative interventions. Our results show this approach's potential compared to no-priming scenarios for reducing anxiety and significance for VR gaming in improving cognitive bandwidth.