A systematic literature review on user factors to support the sense of presence in virtual reality learning environments

Abstract

Immersive VR media are increasingly being integrated into education and academic studies. Various forms of teaching benefit from the sense of presence, wherein users feel fully engaged in the virtual environment. Research indicates that the presence experienced in VR environments enhances user satisfaction, reduces errors during tasks, and promotes more enduring training effects. Since presence is a subjective phenomenon, it is expected to be influenced by user demographics, cognitive abilities, personality traits, interests, and emotions. In this systematic literature review, we examined scientific articles using Google Scholar to identify significant influences of these user factors on presence. Employing the PRISMA methodology, we analyzed a total of 33 articles that addressed our research question. The results indicate that only a subset of the anticipated factors significantly affect presence. These factors include the user's level of interest in the subject being experienced, and any mental disorders associated with it. Additionally, factors such as the user's ability to perceive the spatial qualities of the virtual environment, their disposition toward kindness and generosity, and their inclination to engage with objects—such as media products—affect presence.