Recent advances in virtual reality (VR) technology allow for potential learning and education applications. For this study, 99 participants were assigned to one of three learning conditions: traditional (textbook style), VR and video (a passive control). The learning materials used the same text and 3D model for all conditions. Each participant was given a knowledge test before and after learning. Participants in the traditional and VR conditions had improved overall performance (i.e. learning, including knowledge acquisition and understanding) compared to those in the video condition. Participants in the VR condition also showed better performance for 'remembering' than those in the traditional and the video conditions. Emotion self-ratings before and after the learning phase showed an increase in positive emotions and a decrease in negative emotions for the VR condition. Conversely there was a decrease in positive emotions in both the traditional and video conditions. The Web-based learning tools evaluation scale also found that participants in the VR condition reported higher engagement than those in the other conditions. Overall, VR displayed an improved learning experience when compared to traditional and video learning methods.

In recent years Virtual Reality has been revitalized, having gained and lost popularity between the 1960s and 1990s, and is now widely used for entertainment purposes. However, Virtual Reality, along with Mixed Reality and Augmented Reality, has broader application possibilities, thanks to significant advances in technology and accessibility. In the current study, we examined the effectiveness of these new technologies for use in education. We found that learning in both virtual and mixed environments resulted in similar levels of performance to traditional learning. However, participants reported higher levels of engagement in both Virtual Reality and Mixed Reality conditions compared to the traditional learning condition, and higher levels of positive emotions in the Virtual Reality condition. No simulator sickness was found from using either headset, and both headsets scored similarly for system usability and user acceptance of the technology. Virtual Reality, however, did produce a higher sense of presence than Mixed Reality. Overall, the findings suggest that some benefits can be gained from using Virtual and Mixed Realities for education.

Freezing-like topographies of behavior are elicited in conditioned suppression tasks whereby appetitive behavior is reduced by presentations of an aversively conditioned threat cue relative to a safety cue. Conditioned suppression of operant behavior by a Pavlovian threat cue is an established laboratory model of quantifying the response impairment seen in anxiety disorders. Little is known however about how different response topographies indicative of conditioned suppression are elicited in humans. Here, we refined a novel virtual reality (VR) paradigm in which presentations of a threat cue of unpredictable duration occurred while participants performed an operant response of shooting and destroying boxes searching for hidden gold. The VR paradigm detected significant suppression of response topographies (shots, hits and breaks) for a Pavlovian threat cue relative to a safety cue and novel cue presentations. Implications of the present findings for translational research on appetitive and aversive conflict in anxiety disorders are discussed.