From static images to virtual reality
How presentation mode shapes perceived essence and learning motivation
Bibliographic Data
| ID | 21744038 |
|---|---|
| Authors | Yi Zhu (0000-0001-6760-996X, Jingdezhen Ceramic Institute), Yidong Liu (0009-0004-3825-2518, Jianghan University), Xichen Feng (0009-0007-4162-5604, Hanyang University, corresponding author) |
| Year | 2026 |
| Pages | 1-19 |
| Publication date | 2026-02-26 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2026.2631382 |
| OpenAlex | W7133940136 |
| Language | EN |
| References cited | 51 |
This study investigates whether different art presentation modes—static images versus virtual reality (VR)—shape students’ perception of the essence of artworks and subsequently influence their learning intention. Results show that VR presentation significantly enhances learning willingness compared with static images. VR’s immersive qualities also strengthen students’ perceived essence of the artwork, which further promotes their intention to learn. Psychological engagement plays an additional role by amplifying both the effect of presentation mode on learning intention and students’ ability to perceive essential content. Moreover, when students experience a stronger sense of meaningfulness, the positive impact of perceived essence on learning intention becomes even more pronounced
Educational technology · Electronic learning · Perception · Visualization · Spatial Cognition and Navigation · Virtual Reality Applications and Impacts · Visual and Cognitive Learning Processes
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Extended Review
| Citation velocity | historical |
|---|---|
| Highly cited | No |