Immersive VR concept map across different learning contexts

This paper presents a video augmentation approach based on concept maps dynamically generated from structured knowledge graphs and spatially rendered in virtual reality (VR). As the video plays, the system constructs an evolving 3D concept map that visually represents the structure and dependencies within the knowledge graph. Concepts introduced in the video emerge in real time and are positioned within the perceived physical space to support learners’ attention and understanding. Learners can interact with individual concepts, in the form of interactive spheres, to revisit specific explanations and explore the content in a non-linear manner. Two experimental sessions were conducted with university students in distinct learning contexts, differing in the video’s subject matter and in the students’ conditions, to investigate possible variations in learners’ comprehension and user experience. No significant differences were observed in comprehension performance, supporting the potential of immersive concept maps as supportive learning resources across diverse learning conditions. However, variations emerged in perceived effectiveness, engagement, enjoyment, and comfort, highlighting the influence of contextual factors on overall user experience. These factors warrant independent investigation to better understand their impact when incorporating VR concept maps into instructional design.