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Beyond Visuals and Audio: What Is the Effect of Olfactory Stimulus in Immersive Virtual Reality Fire Safety Training?

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Publicado en:Education Sciences vol. 15, no. 10 (2025), p. 1386-1403
Autor principal: Li, Wenhao
Otros Autores: Gu Tingxuan, Li, Qian, Leng Ruoqi
Publicado:
MDPI AG
Materias:
Memory
School environment
Senses
Knowledge acquisition
Brain
Cognitive load
Fire prevention
Realism
Emotions
Virtual reality
Cognition & reasoning
Educational objectives
Safety training
Learning
Education
Chemosensory perception
Educational technology
Qualitative research
Computer Simulation
Instructional Improvement
Recall (Psychology)
Literature Reviews
Creativity Tests
Control Groups
Influence of Technology
Experimental Groups
Learning Processes
Cognitive Processes
Learning Theories
Musical Instruments
Meta Analysis
Psychological Patterns
Instructional Effectiveness
Cues
Emotional Response
Outcomes of Education
Educational Environment
Cognitive Ability
Fire Protection
Fidelity
Constructivism (Learning)
Acceso en línea:Citation/Abstract
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Resumen:Immersive virtual reality (IVR) has demonstrated significant potential in educational contexts. Nonetheless, prior IVR implementations have primarily focused on visual and auditory simulations, neglecting olfaction, which has limited immersive learning. To address this gap, we conducted an experimental study involving 64 students to examine the impact of integrating olfactory stimulus into IVR systems for fire safety training. Participants were randomly assigned to the control group (without olfactory stimulus, n = 32) or the experimental group (with olfactory stimulus, n = 32). The results indicated that the integration of olfactory stimulus significantly promoted high-arousal positive emotions, increased sense of presence, and reduced cognitive load—although it did not significantly improve learning performance. Thematic analysis further revealed that the incorporation of olfactory stimulus provided learners with an immersive learning experience. Moreover, this IVR system with olfactory stimulus had a high quality of experience. These findings have significant implications for the practice of learning in IVR and multisensory learning theory.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15101386
Fuente:Education Database