Zhao, JiayiLiang, JiachenLi, YueZhang, ChengDong, YipingCampana, StefanoFerdani, DanieleGraf, HolgerGuidi, GabrieleHegarty, ZackaryPescarin, SofiaRemondino, Fabio2025-09-052025-09-052025978-3-03868-277-6https://doi.org/10.2312/dh.20253295https://diglib.eg.org/handle/10.2312/dh20253295With the rapid advancement of immersive technologies, Virtual Reality (VR) and Augmented Reality (AR) have emerged as powerful tools for enhancing cultural heritage experiences. These technologies offer opportunities to engage learners through interactive and rich content, transforming how cultural knowledge is disseminated and understood. In this study, we developed two systems - one in VR with a head-mounted display and the other in AR with a mobile device for cultural heritage exploration. By employing a comprehensive survey with 70 responses, we explored the determinants of active learning within two systems. The results showed that the effects of interactivity and content richness on active learning are mediated by cognitive engagement toward both VR and AR systems. Our findings contribute valuable insights to the field of technology-mediated learning and provide practical guidelines for optimizing immersive cultural heritage experiences through targeted design strategies, highlighting the potential gaps in content design optimization.Attribution 4.0 International LicenseCCS Concepts: Human-centered computing → HCI design and evaluation methods; User studiesHuman centered computing → HCI design and evaluation methodsUser studies10.2312/dh.2025329511 pages