Comparing Distractions in Immersive Virtual Reality Learning Environments

While the effects of distractions have been widely studied in conventional settings, their impact in immersive virtual reality environments, particularly in educational contexts, remains less understood. This study investigates the nature and impact of distractions during a VR educational lecture. Eight participants engaged in a structured VR lecture, with auditory and visual stimuli introduced as potential distractions at predetermined intervals. Distraction recognition and its severity were self-reported by participants using a 7-point Likert scale. Preliminary findings indicated that external distractions such as the ’External Knock’ and ’Phone Alert’ interventions distracted fewer participants than anticipated. However, those distracted by the Phone Alert rated it as significantly disruptive. This pattern suggests that the degree of immersion may influence the impact of external distractions.