Mental health challenges have increased significantly in recent years, highlighting limitations in traditional psychology education methods, which primarily rely on lecture-based and non-interactive instructional approaches with limited personalization and real-time assessment. This study investigates the effectiveness of an integrated virtual reality (VR) environment combined with rule-based adaptive personalization for psychological education and mental health support. A total of 200 participants were randomly assigned to an intervention group using VR-based learning or a traditional learning group. Psychological knowledge, stress, anxiety, and engagement were assessed using validated instruments through pre-test and post-test evaluations. Statistical analyses, including t-tests, ANOVA, correlation, and regression, were conducted to examine differences and relationships among variables. The results showed that participants in the VR-based intervention achieved higher knowledge scores (3.51 ± 0.23), lower stress levels (2.47 ± 0.23), and higher engagement (3.50 ± 0.18) compared to the traditional group (2.51 ± 0.22, 3.47 ± 0.21, and 2.52 ± 0.21, respectively), with statistically significant differences ( p < 0.001). These findings indicate that VR-supported learning with adaptive personalization is associated with improved educational and psychological outcomes under controlled conditions.
Li et al. (Sat,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: