Aluko, Henry ORCID: https://orcid.org/0000-0002-7282-5306 (2026) Perceived AI-Driven Virtual Reality Learning: Examining Immersive Engagement, Gamified Motivation, and Knowledge Retention in Higher Education. International Journal of Organization Theory & Behavior. (In Press)

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Abstract

Purpose – This study examined how perceived immersive involvement, student engagement, gamified motivation, and knowledge retention are influenced within AI-enabled virtual reality (VR) learning in higher education. Rather than evaluating a functional AI-VR system, the study investigates learners’ reported experiences and expectations of AI-supported immersive environments. Guided by the Immersive Engagement and Motivation Framework, which integrates Experiential Learning Theory and Self-Determination Theory, the research explored direct, indirect, and serial mediation relationships among these psychological and experiential constructs, with accessibility inclusion included as a control factor.
Design/methodology/approach – A cross-sectional survey design was adopted to capture perceptions of AI-enabled VR learning. Primary data were collected from 278 lecturers and students across higher education institutions in the United Kingdom using a structured questionnaire distributed through digital platforms such as WhatsApp. Principal Component Analysis and reliability testing confirmed acceptable psychometric properties of the instrument (α = .815).
Findings – Mediation analysis using Hayes’ PROCESS Macro (Model 6) revealed that perceived immersive involvement was associated (both directly and indirectly) with perceived knowledge retention through gamified motivation and the serial pathway involving engagement and motivation. Engagement alone did not significantly predict retention. The findings highlight how learners perceive AI-supported immersive environments as enhancing motivation and contributing to meaningful learning experiences. The study provides theoretical and practical insights for the design of inclusive, motivating, and pedagogically aligned VR learning environments in higher education.

Item Type:	Article
Additional Information:	This author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) licence. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please contact permissions@emerald.com.'
Status:	In Press
Subjects:	L Education > L Education (General)
School/Department:	London Campus
URI:	https://ray.yorksj.ac.uk/id/eprint/14204

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