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<title>Exploring age-related differences in immersive Virtual Reality experiences for Cultural Heritage</title>
<creator>Rodríguez García, Bruno</creator>
<creator>Miguel Alonso, Inés</creator>
<creator>Checa Cruz, David</creator>
<creator>Bustillo Iglesias, Andrés</creator>
<subject>Virtual Reality</subject>
<subject>Human Computer Interaction</subject>
<subject>User experience</subject>
<subject>Children</subject>
<subject>Age</subject>
<subject>User Centered Design</subject>
<description>Immersive Virtual Reality (iVR) has reached a level of technological maturity that enables its use for the general&#xd;
public. However, further investigation is needed into the optimization of iVR applications and particularly,&#xd;
their design features in relation to various user characteristics such as age and previous iVR experience. To&#xd;
solve this issue, this study evaluates a Cultural Heritage dissemination experience in iVR, tested in a real-world&#xd;
setting, the Museum of Burgos (Spain), with participants from three age groups: children, young adults, and&#xd;
older adults. The iVR experience was structured in four levels of progressively complex interaction. A control&#xd;
group was formed to view a video containing the same dissemination content. A total of 206 participants completed&#xd;
a three-steps assessment measuring prior knowledge, User Experience (UX), and learning outcomes.&#xd;
The findings emphasized that iVR's strengths, immersion and interactivity, must be strategically optimized to&#xd;
outperform more well-stablished dissemination formats like video. The results showed that children responded&#xd;
positively to high interactivity; their motivation and rapid adaptation supported the use of interactive formats,&#xd;
provided cognitive demands are gradually introduced. Young adults exhibited the highest adaptability and fastest&#xd;
completion times, performing well across all interaction types, though with moderate UX ratings. Older&#xd;
adults preferred soft interaction and immersive aesthetics, achieving better learning outcomes in this context&#xd;
but extending the time to complete the iVR experience.</description>
<date>2026-10-20</date>
<date>2026-10-20</date>
<date>2026-09</date>
<type>info:eu-repo/semantics/article</type>
<identifier>1434-9957</identifier>
<identifier>https://hdl.handle.net/10259/12285</identifier>
<identifier>10.1007/s10055-026-01409-z</identifier>
<identifier>1434-9957</identifier>
<language>eng</language>
<relation>Virtual Reality. 2026</relation>
<relation>https://doi.org/10.1007/s10055-026-01409-z</relation>
<relation>Open access funding provided by FEDER European Funds and the Junta de Castilla y León under the Research and Innovation Strategy for Smart Specialization (RIS3) of Castilla y León 2021-2027. Funding was provided by the Ministerio de Ciencia e Innovación and by the European Union"NextGenerationEU"/PRTR funds, through Humanaid project (TED2021-129485B-C43) and REMAR project (CPP2022-009724).</relation>
<relation>Open access funding provided by FEDER European Funds and the Junta de Castilla y León under the Research and Innovation Strategy for Smart Specialization (RIS3) of Castilla y León 2021-2027. Funding was provided by the Ministerio de Ciencia e Innovación and by the European Union"NextGenerationEU"/PRTR funds, through Humanaid project (TED2021-129485B-C43) and REMAR project (CPP2022-009724).</relation>
<rights>http://creativecommons.org/licenses/by/4.0/</rights>
<rights>info:eu-repo/semantics/openAccess</rights>
<rights>Atribución 4.0 Internacional</rights>
<publisher>Springer Nature</publisher>
</thesis></metadata></record></GetRecord></OAI-PMH>