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Evaluating VR-Based Meditation as a Tool to Manage Test Anxiety in Academic Settings

Abigail Mcdowell, A. Khasawneh, Frank Neeley, Halley Smith

Proceedings of the Human Factors and Ergonomics Society Annual Meeting September 1, 2025 DOI: 10.1177/10711813251358803 (opens in new tab)

Study at a glance

AI-extracted from the abstract
Characteristics Within-subjects experimental study Peer reviewed
Sample size 14
Population Graduate engineering students during exam periods
Intervention 2D guided meditation
Measures Test Anxiety Scale, Coping with Pre-Exam Anxiety and Uncertainty (COPEAU), Spatial Presence Experience Scale (SPES)
Topics Anxiety Meditation
Keywords Education
Key findings No statistically significant reduction in anxiety scores was observed between VR and 2D guided meditation conditions. Participants reported a significantly greater sense of presence in the VR environment. The authors suggest VR may enhance immersion during meditation but that a larger sample is needed to determine its impact on anxiety reduction.

Abstract

This study explores the effectiveness of a virtual reality (VR) meditation environment in reducing exam-related anxiety among graduate engineering students. Traditional meditation can be limited by environmental constraints, while VR offers an immersive alternative. Participants (N = 14) were exposed to both VR and 2D guided meditation experiences in a within-subjects design across two exam periods. Measures included (a) the Test Anxiety Scale, (b) the Pre-Exam Anxiety Scale: using the Coping with Pre-Exam Anxiety and Uncertainty (COPEAU), and (c) the Presence Scale: using the Spatial Presence Experience Scale (SPES). While no statistically significant reduction in anxiety scores was observed between the two groups, participants reported a significantly greater sense of presence within the VR environment. Results suggest VR may enhance immersion during meditation but require a larger sample size to determine its impact on anxiety reduction.