Previously submitted to: JMIR Formative Research (no longer under consideration since Feb 02, 2026)
Date Submitted: Dec 30, 2024
Open Peer Review Period: Jan 10, 2025 - Mar 7, 2025
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Virtual Reality for Emotional Regulation in Academic Situations: Usability and User Experience Evaluation
ABSTRACT
Background:
The use of information technologies, especially virtual reality (VR), to enhance learning experiences in higher education has become a trend. Students face emotional challenges that affect their academic and personal development, which has led to the need for innovative pedagogical strategies that consider the emotional dimension of learning. VR, along with other emerging technologies, is transforming the teaching-learning process, providing immersive experiences that can enhance students' motivation and academic success.
Objective:
The main objective of the study is to investigate the usability, user experience and acceptability of an immersive learning experience called ‘EmotionLab’, designed to promote emotional regulation in higher education students through the use of Oculus Quest 2 virtual reality goggles.
Methods:
The study is based on a post-positivist research paradigm and uses a quasi-experimental design with a single test in each case, considering the subjects as multiple case studies. A non-probabilistic purposive sampling was used with 12 students from DuocUC, Viña del Mar, from different careers. The instruments used include the ‘EmotionLab’ prototype built with Unreal Engine 5, Oculus Quest 2 glasses, and user experience questionnaires (UEQ) and Net Promoter Score (NPS). The key performance indicators (KPIs) evaluated were time on task, error rate and abandonment rate.
Results:
The results show a predominantly positive user experience, with high scores for usability and overall satisfaction. The pragmatic quality (usability) scored a mean of 2.0, and the hedonic quality (user experience) scored a mean of 2.64. The NPS was 91.67, indicating a high level of satisfaction and loyalty among users. No signs of ‘cybermare’ or dropouts were reported during the experience. Participants perceived a sense of calm and emotional control, highlighting the usefulness of the emotional regulation techniques offered.
Conclusions:
The ‘EmotionLab’ prototype proves to be a valuable tool for emotional regulation in academic contexts, with potential to transform higher education by providing a more interactive and engaging learning environment. Future studies with larger and more diverse samples are suggested to confirm these results and explore long-term impacts. Furthermore, it is recommended to investigate how this tool could be adapted to different educational contexts and age groups, and to consider the integration of complementary technologies such as artificial intelligence to further personalise the learning experience.
Citation
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