Immersive virtual reality learning environments (IVRLEs) are increasingly used in medical education, yet the role of environmental fidelity-particularly scene design-remains underexplored. This study examines how varying levels of fidelity and contextualization affect motivational and cognitive outcomes. Eighty-seven medical students were randomly assigned to one of three scene conditions: a minimalistic "Blank Scene," a "Reconstructed Classroom Scene", or an "Inside-Human Scene". All students used a custom-developed application to learn about embryonic heart development. We measured virtual presence, intrinsic motivation, cognitive load, learning outcomes, and usability. Results showed that scene design influenced virtual presence, selected aspects of intrinsic motivation, cognitive load, and learning outcomes. The Inside-Human Scene elicited higher physical and self-presence as well as higher comprehension scores compared to the Reconstructed Classroom Scene. The Reconstructed Classroom Scene was associated with higher extraneous cognitive load. Intrinsic cognitive load was rated higher in the Inside-Human Scene, while germane cognitive load did not differ between conditions. No significant differences were found for task performance or factual recall. Overall, the findings indicate that scene design in IVRLEs affects how learners engage with complex content and may support deeper understanding when perceptual and contextual properties are coherent, while visually detailed environments may increase extraneous cognitive demands without improving learning.

Orientation in public environments is a critical skill for new arrivals, yet also one that is usually only learned gradually through trial and error. This paper suggests the use of pervasive augmented reality (AR) for the design of a serious game that teaches navigational skills in a public environment. Many AR scavenger hunt games confront players with new environments by default, however they rarely focus explicitly on teaching navigational skills. We propose a concept that utilises augmented reality techniques for increased immersion and motivation, while upholding the real-world sense of presence for an easy transfer of orientation skills to everyday life. For this purpose, we implemented a first prototypical serious game in the form of an AR scavenger hunt. A preliminary evaluation regarding its usability produced promising results. As such, the prototype constitutes a first proof of concept. In future iterations, it will be further developed as an adaptive AR serious game, and evaluated in respect to its efficacy in teaching orientation and navigation skills.

This study examines whether the effect of virtual presence on learning is influenced by learner characteristics. More specifically, the focus is on how the variation in the actual experience of virtual presence and learning is related to learners' individual tendency to invest in virtual presence for educational computer games. According to these tendencies, 59 eighth graders were divided into 2 groups (high vs. low tendency) and performed a computer-based learning game. Virtual presence and learning outcomes were measured by means of a questionnaire. Correlation and regression analyses were used, and a moderation model was structured to analyze the relationship between the variables. Whereas the tendency to invest in virtual presence does not moderate the positive interaction between virtual presence and learning, correlation and regression results between both groups show that a stronger tendency to invest in virtual presence increases virtual presence and both, trivial- and nontrivial learning outcomes were evinced. In the eyes of learners, interestingly, their tendency to invest in virtual presence for educational computer games was significantly lower than for conventional entertainment games.