Differential Effects of Desktop and Immersive Virtual Reality on Learning, Cognitive Load and Attitudes of University Students

Virtual reality (VR) has emerged as a technology with growing presence in education, driven by its potential to increase motivation, promote learning, and offer immersive experiences that are challenging to replicate in traditional settings. However, the literature shows contradictory results regarding its impact on academic performance, cognitive load, and student attitudes, particularly when comparing immersive and non-immersive (desktop) modalities. Against this backdrop, this study aimed to examine whether interaction with VR-based learning objects improves knowledge acquisition, whether differences exist between immersive and desktop versions, what cognitive load is associated with each modality, and what attitudes students develop toward VR. A total of 136 Education students participated, randomly assigned to either the immersive (n = 70) or non-immersive (n = 66) condition, following a pretest–posttest experimental design. Data were collected using a performance test, the NASA-TLX questionnaire, and a semantic differential scale. Results indicated significant improvements in learning across both modalities with no statistically significant differences between them, a slightly higher—yet low-to-moderate—cognitive load in the immersive condition, and highly positive attitudes in both groups. These findings suggest that both modalities are effective and well accepted, although immersive VR requires somewhat greater cognitive effort. The discussion highlights the need to clarify the factors that moderate these effects and to advance theoretical frameworks for instructional design in VR environments.