How Virtual Reality Training Method Affects Learner Reactions: A Comparative Experiment-Based Investigation

The construction industry is witnessing growing adoption of virtual reality (VR) for training and education. This study investigates how VR-based training compares with a traditional paper-based method in terms of learner reactions, including utility reactions, affective reactions, and biopsychological responses. We developed a realistic VR system and conducted a comparative experiment (N=26) in a VR environment and a paper-based setting. Utility and affective reactions were collected by validated questionnaires, and electroencephalogram (EEG) data were analyzed through a hybrid machine-learning pipeline. Results indicate that the VR condition was associated with higher perceived utility (+59.2%) and more positive affective reactions (+32.9%), as well as significantly higher EEG-derived scores across valence, arousal, dominance, and liking. These findings provide preliminary evidence that immersive VR may elicit stronger emotional, cognitive, and physiological engagement than traditional materials, highlighting VR’s potential to enrich construction safety training research.