Emotional Engagement and AI Interaction in Immersive VR Learning: Unveiling the Impact on Technology Adoption and Presence

Daniel Jiandong SHEN; Aru NURGISSAYEVA; Stephanie Zixin LI; Yeonjoo KWON; Paulina Pui Yun WONG

doi:10.1007/978-981-95-8824-4_7

Emotional Engagement and AI Interaction in Immersive VR Learning: Unveiling the Impact on Technology Adoption and Presence

Daniel Jiandong SHEN^*
, Aru NURGISSAYEVA
, Stephanie Zixin LI
, Yeonjoo KWON
, Paulina Pui Yun WONG

^*Corresponding author for this work

Division of Science

Research output: Book Chapters | Papers in Conference Proceedings › Conference paper (refereed) › Referred Conference Paper › peer-review

Abstract

This study investigates immersive learning in virtual reality (VR), focusing on emotional engagement, technology efficacy, and AI interaction. Using Structural Equation Modeling (SEM), we explore both self-reported factors (e.g., Technology Acceptance, Emotional Engagement, Presence) and system-derived variables (e.g., GPT Usage, System Behavior). Results show that higher emotional engagement significantly enhances both technology adoption and efficacy. The model demonstrated excellent fit (CFI = 0.988, RMSEA = 0.069), explaining 54.5% to 70.7% of the variance in key constructs. Perceived presence was a strong predictor of adoption and engagement, emphasizing the role of immersive features in supporting learner interaction. A surprising finding revealed that AI interaction, while enhancing emotional engagement, also reduced the sense of presence, suggesting a trade-off between cognitive involvement and immersion. These findings highlight the importance of emotional design and AI interaction in improving engagement and outcomes in VR-based education.

Original language	English
Title of host publication	The AI-Driven Classroom: Global Strategies for Sustainable Education : Proceedings of the 2025 5th Asia Education Technology Symposium
Editors	Eric C. K. CHEUNG
Publisher	Springer Singapore
Chapter	7
Pages	84-95
Number of pages	12
ISBN (Electronic)	9789819588244
ISBN (Print)	9789819588237
DOIs	https://doi.org/10.1007/978-981-95-8824-4_7
Publication status	Published - 27 Apr 2026

Publication series

Name	Lecture Notes in Educational Technology
Volume	Part F1611
ISSN (Print)	2196-4963
ISSN (Electronic)	2196-4971

Bibliographical note

Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2026.

Funding

This study was funded by Lingnan University, Hong Kong (Teaching Development Grant, Fund for Innovative Technology-in-Education (FITE) by the University Grants Committee (Project Code: 120042)

Keywords

Immersive Learning
Virtual Reality
Generative AI

Access to Document

10.1007/978-981-95-8824-4_7

https://link.springer.com/10.1007/978-981-95-8824-4_7

Cite this

SHEN, D. J., NURGISSAYEVA, A., LI, S. Z., KWON, Y., & WONG, P. P. Y. (2026). Emotional Engagement and AI Interaction in Immersive VR Learning: Unveiling the Impact on Technology Adoption and Presence. In E. C. K. CHEUNG (Ed.), The AI-Driven Classroom: Global Strategies for Sustainable Education : Proceedings of the 2025 5th Asia Education Technology Symposium (pp. 84-95). (Lecture Notes in Educational Technology; Vol. Part F1611). Springer Singapore. https://doi.org/10.1007/978-981-95-8824-4_7

SHEN, Daniel Jiandong ; NURGISSAYEVA, Aru ; LI, Stephanie Zixin et al. / Emotional Engagement and AI Interaction in Immersive VR Learning: Unveiling the Impact on Technology Adoption and Presence. The AI-Driven Classroom: Global Strategies for Sustainable Education : Proceedings of the 2025 5th Asia Education Technology Symposium. editor / Eric C. K. CHEUNG. Springer Singapore, 2026. pp. 84-95 (Lecture Notes in Educational Technology).

@inproceedings{57b9124776d54de6b9a73b30f0ef19f5,

title = "Emotional Engagement and AI Interaction in Immersive VR Learning: Unveiling the Impact on Technology Adoption and Presence",

abstract = "This study investigates immersive learning in virtual reality (VR), focusing on emotional engagement, technology efficacy, and AI interaction. Using Structural Equation Modeling (SEM), we explore both self-reported factors (e.g., Technology Acceptance, Emotional Engagement, Presence) and system-derived variables (e.g., GPT Usage, System Behavior). Results show that higher emotional engagement significantly enhances both technology adoption and efficacy. The model demonstrated excellent fit (CFI = 0.988, RMSEA = 0.069), explaining 54.5\% to 70.7\% of the variance in key constructs. Perceived presence was a strong predictor of adoption and engagement, emphasizing the role of immersive features in supporting learner interaction. A surprising finding revealed that AI interaction, while enhancing emotional engagement, also reduced the sense of presence, suggesting a trade-off between cognitive involvement and immersion. These findings highlight the importance of emotional design and AI interaction in improving engagement and outcomes in VR-based education.",

keywords = "Immersive Learning, Virtual Reality, Generative AI",

author = "SHEN, \{Daniel Jiandong\} and Aru NURGISSAYEVA and LI, \{Stephanie Zixin\} and Yeonjoo KWON and WONG, \{Paulina Pui Yun\}",

note = "Publisher Copyright: {\textcopyright} The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2026.",

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SHEN, DJ, NURGISSAYEVA, A, LI, SZ, KWON, Y & WONG, PPY 2026, Emotional Engagement and AI Interaction in Immersive VR Learning: Unveiling the Impact on Technology Adoption and Presence. in ECK CHEUNG (ed.), The AI-Driven Classroom: Global Strategies for Sustainable Education : Proceedings of the 2025 5th Asia Education Technology Symposium. Lecture Notes in Educational Technology, vol. Part F1611, Springer Singapore, pp. 84-95. https://doi.org/10.1007/978-981-95-8824-4_7

Emotional Engagement and AI Interaction in Immersive VR Learning: Unveiling the Impact on Technology Adoption and Presence. / SHEN, Daniel Jiandong; NURGISSAYEVA, Aru; LI, Stephanie Zixin et al.
The AI-Driven Classroom: Global Strategies for Sustainable Education : Proceedings of the 2025 5th Asia Education Technology Symposium. ed. / Eric C. K. CHEUNG. Springer Singapore, 2026. p. 84-95 (Lecture Notes in Educational Technology; Vol. Part F1611).

Research output: Book Chapters | Papers in Conference Proceedings › Conference paper (refereed) › Referred Conference Paper › peer-review

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AU - KWON, Yeonjoo

AU - WONG, Paulina Pui Yun

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N2 - This study investigates immersive learning in virtual reality (VR), focusing on emotional engagement, technology efficacy, and AI interaction. Using Structural Equation Modeling (SEM), we explore both self-reported factors (e.g., Technology Acceptance, Emotional Engagement, Presence) and system-derived variables (e.g., GPT Usage, System Behavior). Results show that higher emotional engagement significantly enhances both technology adoption and efficacy. The model demonstrated excellent fit (CFI = 0.988, RMSEA = 0.069), explaining 54.5% to 70.7% of the variance in key constructs. Perceived presence was a strong predictor of adoption and engagement, emphasizing the role of immersive features in supporting learner interaction. A surprising finding revealed that AI interaction, while enhancing emotional engagement, also reduced the sense of presence, suggesting a trade-off between cognitive involvement and immersion. These findings highlight the importance of emotional design and AI interaction in improving engagement and outcomes in VR-based education.

AB - This study investigates immersive learning in virtual reality (VR), focusing on emotional engagement, technology efficacy, and AI interaction. Using Structural Equation Modeling (SEM), we explore both self-reported factors (e.g., Technology Acceptance, Emotional Engagement, Presence) and system-derived variables (e.g., GPT Usage, System Behavior). Results show that higher emotional engagement significantly enhances both technology adoption and efficacy. The model demonstrated excellent fit (CFI = 0.988, RMSEA = 0.069), explaining 54.5% to 70.7% of the variance in key constructs. Perceived presence was a strong predictor of adoption and engagement, emphasizing the role of immersive features in supporting learner interaction. A surprising finding revealed that AI interaction, while enhancing emotional engagement, also reduced the sense of presence, suggesting a trade-off between cognitive involvement and immersion. These findings highlight the importance of emotional design and AI interaction in improving engagement and outcomes in VR-based education.

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SHEN DJ, NURGISSAYEVA A, LI SZ, KWON Y, WONG PPY. Emotional Engagement and AI Interaction in Immersive VR Learning: Unveiling the Impact on Technology Adoption and Presence. In CHEUNG ECK, editor, The AI-Driven Classroom: Global Strategies for Sustainable Education : Proceedings of the 2025 5th Asia Education Technology Symposium. Springer Singapore. 2026. p. 84-95. (Lecture Notes in Educational Technology). Epub 2026 Mar 27. doi: 10.1007/978-981-95-8824-4_7