Beyond Visuals and Audio: What Is the Effect of Olfactory Stimulus in Immersive Virtual Reality Fire Safety Training?
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| Publicat a: | Education Sciences vol. 15, no. 10 (2025), p. 1386-1403 |
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| Autor principal: | |
| Altres autors: | , , |
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MDPI AG
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| Matèries: | |
| Accés en línia: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15101386 |2 doi | |
| 035 | |a 3265872734 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Li, Wenhao | |
| 245 | 1 | |a Beyond Visuals and Audio: What Is the Effect of Olfactory Stimulus in Immersive Virtual Reality Fire Safety Training? | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Memory | ||
| 653 | |a School environment | ||
| 653 | |a Senses | ||
| 653 | |a Knowledge acquisition | ||
| 653 | |a Brain | ||
| 653 | |a Cognitive load | ||
| 653 | |a Fire prevention | ||
| 653 | |a Realism | ||
| 653 | |a Emotions | ||
| 653 | |a Virtual reality | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Educational objectives | ||
| 653 | |a Safety training | ||
| 653 | |a Learning | ||
| 653 | |a Education | ||
| 653 | |a Chemosensory perception | ||
| 653 | |a Educational technology | ||
| 653 | |a Qualitative research | ||
| 653 | |a Computer Simulation | ||
| 653 | |a Instructional Improvement | ||
| 653 | |a Recall (Psychology) | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Creativity Tests | ||
| 653 | |a Control Groups | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Experimental Groups | ||
| 653 | |a Learning Processes | ||
| 653 | |a Cognitive Processes | ||
| 653 | |a Learning Theories | ||
| 653 | |a Musical Instruments | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Psychological Patterns | ||
| 653 | |a Instructional Effectiveness | ||
| 653 | |a Cues | ||
| 653 | |a Emotional Response | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Educational Environment | ||
| 653 | |a Cognitive Ability | ||
| 653 | |a Fire Protection | ||
| 653 | |a Fidelity | ||
| 653 | |a Constructivism (Learning) | ||
| 700 | 1 | |a Gu Tingxuan | |
| 700 | 1 | |a Li, Qian | |
| 700 | 1 | |a Leng Ruoqi | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 10 (2025), p. 1386-1403 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3265872734/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3265872734/fulltextwithgraphics/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3265872734/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |