In recent years Virtual Reality has been revitalized, having gained and lost popularity between the 1960s and 1990s, and is now widely used for entertainment purposes. However, Virtual Reality, along with Mixed Reality and Augmented Reality, has broader application possibilities, thanks to significant advances in technology and accessibility. In the current study, we examined the effectiveness of these new technologies for use in education. We found that learning in both virtual and mixed environments resulted in similar levels of performance to traditional learning. However, participants reported higher levels of engagement in both Virtual Reality and Mixed Reality conditions compared to the traditional learning condition, and higher levels of positive emotions in the Virtual Reality condition. No simulator sickness was found from using either headset, and both headsets scored similarly for system usability and user acceptance of the technology. Virtual Reality, however, did produce a higher sense of presence than Mixed Reality. Overall, the findings suggest that some benefits can be gained from using Virtual and Mixed Realities for education.

近年来，虚拟现实技术在1960年代至1990年代之间逐渐流行，并因此受到了人们的欢迎，如今已焕然一新，如今已广泛用于娱乐目的。但是，由于技术和可访问性的重大进步，虚拟现实以及混合现实和增强现实具有更广阔的应用可能性。在当前的研究中，我们研究了这些新技术在教育中的有效性。我们发现，在虚拟环境和混合环境中进行学习都会产生与传统学习类似的性能水平。但是，与传统的学习条件相比，参与者报告说他们在虚拟现实和混合现实条件下的参与度更高，在虚拟现实条件下的积极情绪也更高。使用任何一款耳机均未发现模拟器异常，并且两个耳机在系统可用性和用户对该技术的接受度方面得分均相似。但是，虚拟现实确实比混合现实产生了更高的存在感。总体而言，研究结果表明，通过使用虚拟现实和混合现实进行教育可以获得一些好处。