Learning satisfaction in virtual reality: the role of persuasive design

Wiafe, I., Ekpezu, A. O., Gyamera, G. O., Winful, F. B. P., Atsakpo, E. D., Nutropkor, C. and Gulliver, S. R. ORCID: https://orcid.org/0000-0002-4503-5448 (2025) Learning satisfaction in virtual reality: the role of persuasive design. International Journal of Human-Computer Interaction, 41 (17). pp. 11021-11037. ISSN 1044-7318 doi: 10.1080/10447318.2024.2440205

Abstract/Summary

Given the positive impact of virtual reality learning environments on students’ learning satisfaction, it is imperative to identify the key features within these environments that contribute to such satisfaction. This study examined how persuasive features enhance students’ learning satisfaction via psychological outcomes within a persuasive immersive virtual reality learning environment (IVRLE). Using partial least squares structural equation modeling, quantitative data obtained from 115 IVRLE users were analyzed. The results show that by leveraging persuasive features such as unobtrusiveness, design aesthetics, primary task support, credibility support, dialogue support, and perceived persuasiveness, educators can create immersive learning environments that effectively engage students cognitively and emotionally, thereby enhancing learning satisfaction. Among the direct determinants of students’ learning satisfaction, perceived enjoyment exhibited the strongest impact. These results underscore the relevance of designing virtual reality learning environments as persuasive educational environments that shape learning behaviors and also caters to the psychological needs of students.