Immersive virtual waterscapes and student restoration: Emotional and physiological responses in digital environments

Urbanisation and campus life often limit students’ access to natural water features that can reduce stress. Immersive virtual reality (VR) offers a controlled yet realistic way to study how digital nature influences emotional, physiological and restorative outcomes. This study examined how static, dynamic and biotic features of virtual waterscapes affect emotional, physiological and restorative responses in students after a mild stressor. Using a high-fidelity VR simulation of campus waterscapes, nine experimental conditions and one control scene were compared while cardiovascular, electrodermal and mood indicators were measured. Results indicate that all waterscapes offered restorative benefits, with dynamic flow or visible aquatic organisms showing consistently stronger improvements across cardiovascular, autonomic, and affective indicators. These findings highlight the particular value of dynamic and biotic water features for student well-being and demonstrate that immersive virtual waterscapes can promote short-term emotional and physiological restoration through multisensory engagement and presence. The study positions VR not only as an experimental tool but also as an interactive environment for advancing understanding of digital well-being and restorative processes in academic contexts.