Abstract

The growing use of immersive technologies in higher education raises questions about how Virtual Reality (VR) supports meaningful learning in Information Systems (IS) education. This study examines a VR-based IS tool, assessing how system usability, demographics, and prior VR experience affect perceived learning, and how these perceptions align with objective outcomes. Using a pre–post test with 52 IS students, analyses revealed that usability strongly predicts perceived learning, while demographic factors have no significant effect. Correlations show links between realism/presence and perceived learning, yet subjective and objective results align only weakly. Cluster analysis identified overestimators, underestimators, and calibrated learners, emphasizing diverse engagement patterns. Findings highlight VR’s potential to build technological competence, process understanding, and self-directed learning, but also the need for metacognitive scaffolding and adaptive instruction to bridge the gap between perception and performance.

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