Cognitive presence appears in 46% and social presence in 45% of VR learning studies, each tied to distinct task families¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Cognitive presence was observed in 46% (36/78) of studies and is essential for decision-making, problem-solving, attention, and educational content exploration tasks. → Zheng Wei 2025 q2 i? Social presence appeared in 45% (35/78) of studies and plays a critical role in collaborative design, social interaction, and educational content tasks. → Zheng Wei 2025 (2)

Evidence¶

Zheng Wei 2025¶

Zheng Wei, Junxiang Liao, Lik-Hang Lee, Huamin Qu, and Xian Xu. (2025). Towards Enhanced Learning through Presence: A Systematic Review of Presence in Virtual Reality Across Tasks and Disciplines. arXiv preprint. https://arxiv.org/abs/2504.13845

q2 · i? · review · r2

Descriptive statistics from the review's classification of 78 included studies. The review reports "Cognitive presence was observed in 46% (36/78) of the studies" and links it to knowledge construction tasks such as adjusting lens layouts in a virtual optical platform.

"Cognitive presence was observed in 46% (36/78) of the studies. Cognitive presence focuses on users' deep thinking and knowledge construction by users within the virtual environment"

Zheng Wei 2025 (2)¶

Zheng Wei, Junxiang Liao, Lik-Hang Lee, Huamin Qu, and Xian Xu. (2025). Towards Enhanced Learning through Presence: A Systematic Review of Presence in Virtual Reality Across Tasks and Disciplines. arXiv preprint. https://arxiv.org/abs/2504.13845

q2 · i? · review · r2

Descriptive statistics from the same classification of 78 studies. The review reports "The social presence appeared in 45% (35/78) of the studies" and cites evidence that improved social presence contributed to successful collaboration during tasks.

"The social presence appeared in 45% (35/78) of the studies, emphasizing its critical role in the success of collaborative tasks"

Discussion¶

Related Claims¶

• The pedagogical agent cue reduced physical presence compared to no cueing and self-presence compared to both other conditions — related
• 3D VR co-creation forms a more connected, centralized, and reciprocal aggregate social network with fewer cliques than 2D digital co-creation — related
• Students characterized their VR experience through a feeling of taking part in conversations, showing co-presence with the people in the film during collaborative reflection — related