The effect of virtual reality exposure intervention on reducing test anxiety

This study aims to evaluate the effectiveness of a technology-based psychological intervention, Virtual Reality Exposure Therapy (VRET), in addressing test anxiety, commonly observed among university students. Test anxiety is a multidimensional phenomenon that negatively affects academic performance through cognitive, physiological, and behavioral components. As an alternative to traditional methods, VRET offers a short-term and accessible solution by enabling individuals to safely experience exam-like environments. Before the main intervention, a screening was conducted with 276 university students using the IDA Test Anxiety Scale to select appropriate participants. Those with moderate to high anxiety levels who met the inclusion criteria were included in the main study. A pilot study was then conducted with 7 participants (score range: 40–44) to assess the presence evoked by 4 VR scenarios (hallway, classroom-1, 2, and 3). At the end of this single-session pilot, the Presence Questionnaire (PQ) was administered. Results indicated the scenarios successfully created a strong sense of presence. The main study used a pre-test–post-test control group design. Thirty-six students were randomly assigned to either a VR group (n = 18) or a control group (n = 18). The VR group received two sessions of VRET; PQ was administered after each to assess presence. The control group received no intervention. Before and after the intervention, all participants completed the IDA, Beck Anxiety Inventory (BAI), Penn State Worry Questionnaire (PSWQ), and Automatic Thoughts Questionnaire (ATQ). Results showed that VRET significantly reduced test anxiety compared to the control group. However, its effects on general anxiety, worry, and automatic thoughts were limited. Participants' PQ scores and feedback confirmed that VR scenarios created a high level of presence. This thesis provides important evidence that VRET may serve as an effective intervention tool not only for clinical-level anxiety disorders but also for situational anxiety responses such as test anxiety. The results underscore the importance of developing more comprehensive VRET models that are longer in duration, enriched with cognitive techniques, and tailored to individual differences. Keywords: Virtual reality, exposure, test anxiety, virtual reality exposure therapy