Minder, EloiseChardonnet, Jean-RémyJean-Marie NormandMaki SugimotoVeronica Sundstedt2023-12-042023-12-042023978-3-03868-218-91727-530Xhttps://doi.org/10.2312/egve.20231324https://diglib.eg.org:443/handle/10.2312/egve20231324Past studies have shown that virtual reality (VR) is an advantageous medium to learn or train in various situations over traditional methods. Virtual environments are usually modeled and implemented to be representative of the training situations. However, in an objective to maximize the effectiveness and efficiency of VR for knowledge transfer, we may wonder whether the virtual environment itself really matters or not. In this paper, we propose to compare two different virtual environments implemented for the same training purpose. The scenario chosen relates to learning the right procedure to limit the spread of viruses. The two environments have been designed to be radically opposed: the first one is a dreamlike environment, while the second represents a medical laboratory. A user study was performed to compare the level of engagement and knowledge acquired by the participants in both environments. User experience, commitment, emotion and learning outcomes were measured. Results indicate no significant difference in the environment design on learning, feeling, commitment and sense of presence.Attribution 4.0 International LicenseCCS Concepts: Human-centered computing → Virtual reality; Applied computing → Interactive learning environmentsHumancentered computing → Virtual realityApplied computing → Interactive learning environments10.2312/egve.20231324161-1655 pages