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Purpose The quality of learning environments is widely recognized as a key factor influencing students' cognitive performance, emotional state and well-being. While architectural research has established the importance of spatial geometry and indoor environmental quality (IEQ) in educational settings, empirical evidence explaining how these factors relate to underlying cognitive and physiological mechanisms remains limited. This study investigates how perceived classroom environments influence learning-related responses using immersive virtual reality (VR) as a controlled experimental medium. Design/methodology/approach A mixed-methods experimental design was employed, combining behavioral performance tests (D2 Attention Test and Stroop Test), self-report instruments (PANAS, POMS and NASA-TLX), multimodal physiological measures (electroencephalography, galvanic skin response, heart rate variability and eye-tracking), and semi-structured interviews. Four VR-based classroom scenarios were developed by systematically varying spatial geometry, environmental cues related to IEQ and external contextual conditions. All participants were tested in a uniform physical environment to control baseline conditions, while environmental variations were introduced exclusively through virtual representations. Findings Higher-quality virtual classroom conditions, characterized by greater spatial openness, natural visual cues and reduced noise, were associated with improved attentional performance, more stable physiological responses and more positive emotional states. In contrast, lower-quality conditions were associated with increased physiological arousal, reduced cognitive efficiency and more negative affective responses. Because IEQ parameters were represented symbolically through perceptual cues rather than physically manipulated, the findings reflect responses to perceived environmental qualities rather than direct exposure to actual environmental conditions. Research limitations/implications The findings should be interpreted as responses to simulated and perceived environmental qualities rather than direct equivalents of physical classroom conditions. While immersive VR does not fully replicate real-world educational spaces, it provides a controlled platform for isolating and testing architectural variables. The results offer evidence-informed guidance for VR-based learning environment design and early-stage architectural evaluation, while implications for physical environments should be considered as hypotheses requiring further validation. Originality/value This study contributes to neuroarchitectural and educational building research by integrating VR-based environmental simulation with multimodal physiological measurement and qualitative analysis. It advances existing knowledge by experimentally demonstrating how established architectural parameters relate to cognitive, emotional and physiological responses, offering a reproducible framework for evidence-informed design and research.
İlker Erkan (Thu,) studied this question.