Abstract:

Immersive technologies are increasingly being incorporated into higher education to enhance students’ engagement and learning experiences. Among these technologies, 360-degree videos allow users to actively explore visual environments through interactive navigation, rich imagery and spatial sound, generating stronger feelings of immersion and presence compared with traditional video formats. According to presence theory, immersive media can enhance emotional engagement by creating the sensation of “being there” in the mediated environment. However, from the perspective of cognitive load theory, immersive videos may also require additional cognitive processing due to the need to explore and control the visual environment, which could elicit negative emotional responses during learning activities. This study centers on the cognitive and affective mechanisms that mediate the process of achieving meaningful learning gains.

This study examines how perceived immersion and the emotions elicited by different video formats negatively influence students’ well-being. Specifically, the research compares students’ behavioural and emotional responses to traditional 2D videos and immersive 360-degree videos used in classroom learning activities.

The empirical study was conducted with students from the University of Valencia enrolled in the Master in Marketing and Market Research, the International MBA, and the undergraduate degree in International Business.

The activity was implemented during the 2025/2026 academic year. The procedure was that students watched a 2D video ad for BMW, and after watching the video, the participants completed a short survey about their feelings of perceived immersion, attention, negative emotions and well-being evoked by the activity. All variables were measured using seven-point Likert scales adapted from previous research. After this, the participants watched the same video in 360 format and answered same questions. Preliminary results showed higher perceived immersion and cognitive load to the 360 format but also trigger negative emotions and negative well being among the students. The findings intend to contribute to the literature on immersive learning methodologies by providing insights into how immersive video formats influence students’ cognitive processing, emotions and well-being. The results offer practical implications for educators seeking to integrate immersive video technologies into learning activities in higher education.

Keywords:

Immersion, presence, cognitive load, student well-being, emotions.