{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T03:53:17Z","timestamp":1789617197433,"version":"build-2803163510"},"reference-count":68,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,1,19]],"date-time":"2026-01-19T00:00:00Z","timestamp":1768780800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Virtual Reality (VR) training holds significant promise for crisis education, yet the cognitive and psychological mechanisms through which it enhances higher-order decision-making skills remain inadequately explained. Grounded in Presence Theory and Cognitive Load Theory, this study investigates how VR training improves decision-making competence, examining the mediating role of immersion and the moderating effect of training duration.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A cross-sectional survey was conducted with 352 emergency response professionals from China, selected via stratified random sampling. Data were analyzed using a combination of Structural Equation Modeling (SEM) and Hayes\u2019 PROCESS macro (Model 59) to test a moderated mediation model.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      The model demonstrated substantial predictive accuracy, explaining 35.1% of the variance in immersion and 23.8% in decision-making competence. VR training positively predicted decision-making (\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u202f=\u202f0.29,\n                      <jats:italic>p<\/jats:italic>\n                      \u202f&amp;lt;\u202f0.001), with immersion serving as a significant partial mediator [indirect effect\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u202f=\u202f0.094, 95% CI (0.036, 0.152)]. Training duration marginally moderated the immersion\u2013decision-making link (\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u202f=\u202f\u22120.14,\n                      <jats:italic>p<\/jats:italic>\n                      \u202f=\u202f0.054), with simple slopes and Johnson-Neyman analyses confirming that the benefits of immersion are strongest at shorter durations and diminish as training extends.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>This study empirically validates immersion as a key psychological mechanism in VR-based learning and identifies training duration as a temporal boundary condition shaping its effectiveness. Theoretically, it extends Presence Theory by linking immersive experience to higher-order cognitive performance; practically, it informs the design of VR-based training policies by emphasizing the coordination of cognitive load, temporal factors, and human\u2013VR interaction design to optimize learning outcomes.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2025.1695101","type":"journal-article","created":{"date-parts":[[2026,1,19]],"date-time":"2026-01-19T12:00:21Z","timestamp":1768824021000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":4,"title":["Optimizing immersive learning in crisis management: cognitive and psychological mechanisms of VR training"],"prefix":"10.3389","volume":"16","author":[{"given":"Xiaoquan","family":"Tang","sequence":"first","affiliation":[{"name":"Shanghai University of Medicine and Health Sciences","place":["Shanghai, China"]},{"name":"Ghazali Shafie Graduate School of Government, University Utara Malaysia","place":["Sintok, Malaysia"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Norlaila binti Abdullah","family":"Chik","sequence":"additional","affiliation":[{"name":"Ghazali Shafie Graduate School of Government, University Utara Malaysia","place":["Sintok, Malaysia"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lei","family":"Tang","sequence":"additional","affiliation":[{"name":"School of Public Health, Shanghai University of Medicine and Health Sciences","place":["Shanghai, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,1,19]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","DOI":"10.33545\/26633213.2024.v6.i2c.228","article-title":"The role of virtual reality in employee training and development: mediating role of engagement and immersion, moderating role of organizational culture","volume":"6","author":"Abdelhay","year":"2024","journal-title":"Int. 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