The Psychological Effects of AI Learning Assistants in Immersive Virtual Reality Environments

Artificial Intelligence (AI) and Virtual Reality (VR) are increasingly integrated into education, yet their combined psychological effects remain underexplored. This paper investigates the potential benefits and risks of AI-powered learning assistants within immersive VR environments. The study builds on insights from a previous pilot involving a virtual tour guide for Athens and proposes a case study with 52 high school students. In groups of three, students would use Oculus headsets with an AI assistant (pre-programmed and AI-generated modes), explore content for a week, and complete questionnaires on usability, trust, and psychological impact. The analysis is expected to support a balance of positive outcomes including greater engagement, motivation and autonomy but also negative ones such as over-reliance, diminished critical thinking, and social isolation. The paper also identifies key psychological dynamics, including the critical role of social influence and teacher-led adoption, and the nuanced nature of student trust in AI-generated information. Ethical implications, such as data privacy and the digital divide, are also discussed. The study concludes by proposing that AI-VR can enrich learning, especially in cultural contexts, but requires safeguards for trust, ethics, and accessibility, with further research on long-term effects, psychological impact and cross-cultural and linguistic nuances.