Abstract:

While prior domain-specific experience is known to influence learning outcomes, its role in shaping affective responses in immersive environments and within the learning domain itself remains underexplored. This study investigates how prior programming experience influences changes in stress related to STEM and VR learning following a cross-reality, art-integrated programming activity, across participants with varying levels of fine-grained programming experience (none, beginner, experienced, expert). More specifically, participants develop programs in VR using a simple block-based language, to manipulate the illumination of lights in VR and the LED visual artworks they create in the physical world. Results suggest that the activity significantly reduces STEM-related stress, particularly for participants with no prior programming experience. A similar pattern is observed for VR learning-related stress, where significant reductions are also primarily driven by participants with no prior programming experience. This study offers implications for the design and evaluation of affect-aware VR-based learning systems, especially in supporting learners with no prior experience.

Keywords:

Virtual Reality, STEAM Education, Learning Stress.