Enhancing User Onboarding in Virtual Reality Educational

Applications: Evaluating the Effectiveness of Pre-Training User

Onboarding Method

Sam Sabah

1,2 a

, Alexander Tillman

2 b

, Jan Schneider

3 c

and Hendrik Drachsler

1,2,3 d

Faculty of Computer Science, Goethe University Frankfurt, Robert-Mayer-Str. 11-15, 60325 Frankfurt am Main, Germany

studiumdigitale, Goethe University Frankfurt, Eschersheimer Landstr. 155/157 60323 Frankfurt am Main, Germany

DIPF - Leibniz Institute for Research and Information in Education, Rostocker Str. 6, 60323 Frankfurt am Main, Germany

{sabah, tillmann}@sd.uni-frankfurt.de, {j.schneider, h.drachsler}@dipf.de

Keywords:

Virtual Reality, User Onboarding, Pre-Training, Educational Technology, Immersive Educational Eools.

Abstract:

Virtual Reality (VR) offers immersive and engaging educational experiences, but students often face chal-

lenges when ﬁrst interacting with these environments, making effective onboarding essential. This study

evaluates the effectiveness of pre-training as a method for onboarding users in VR educational applications.

We conducted a user evaluation survey with 36 participants, primarily university students, to assess their ex-

periences with pre-training. The results indicate that while pre-training improves users’ ability to navigate and

moderately enhances overall satisfaction, it is less effective in building user conﬁdence. Participants showed

a strong preference for interactive tutorials over static pre-training slides, suggesting that more engaging and

interactive methods may better support user onboarding. These ﬁndings highlight the need for more dynamic

onboarding approaches to improve user experience and learning outcomes in VR educational tools.

1 INTRODUCTION

Virtual Reality (VR) offers immersive and interac-

tive learning experiences in education(Freina and Ott,

2015; Di Natale et al., 2020). Through VR, students

can explore complex concepts and scenarios inter-

actively, enhancing both the enjoyment and efﬁcacy

of learning (Freina and Ott, 2015; Merchant et al.,

2014). While VR enhances educational experiences,

its integration presents challenges, including a learn-

ing curve requiring students to adapt to virtual settings

and controls before engaging with content. Address-

ing this adjustment phase is key to maximizing VR’s

effectiveness in education (Marougkas et al., 2024;

Hamilton et al., 2021).

Initial interactions with VR can be challenging, as

many students struggle to navigate and interact within

virtual environments, which can hinder their learning

(Mikropoulos and Natsis, 2011). This highlights the

importance of onboarding—the process of acclimat-

ing users to the VR environment and controls before

https://orcid.org/0009-0009-5111-3068

https://orcid.org/0000-0001-7230-7042

https://orcid.org/0000-0001-8578-6409

https://orcid.org/0000-0001-8407-5314

engaging with the main content.

Despite its importance, limited research has ex-

amined how pre-training improves user clarity, con-

ﬁdence, and satisfaction in VR educational applica-

tions, emphasizing the need for further investigation.

User onboarding in VR is a process designed to

guide users in understanding both the technical and

conceptual aspects of a VR experience, ensuring suc-

cessful participation and immersion. It helps users

effectively engage with the application and realize

its full potential (Chauvergne et al., 2023; Whit-

taker, 2023). In education, effective onboarding mini-

mizes confusion, allowing students to focus on learn-

ing rather than grappling with technology (Jensen and

Konradsen, 2018).

There are several onboarding methods in VR,

including integrated tutorials that provide step-by-

step guidance within the virtual environment, interac-

tive demos that encourage discovery-based learning,

context-sensitive instructions delivered at the moment

of need. There are also human-assisted onboarding

methods, which can include Pre-Training and real-

time guidance((Chauvergne et al., 2023; Whittaker,

2023).

The Pre-Training User Onboarding Method is de-

364

Sabah, S., Tillman, A., Schneider, J. and Drachsler, H.

Enhancing User Onboarding in Virtual Reality Educational Applications: Evaluating the Effectiveness of Pre-Training User Onboarding Method.

DOI: 10.5220/0013278100003932

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 1, pages 364-371

ISBN: 978-989-758-746-7; ISSN: 2184-5026

scribed under various names in the academic liter-

ature, reﬂecting its widespread recognition and ap-

plication. Terms such as ”Pre-Training Interven-

tions”, ”Pre-Exposure”, ”Familiarization Training”,

and ”Induction Training”, are commonly used to de-

scribe the process of preparing users to interact with

new or complex systems (Meyer et al., 2019; Tichon

and Burgess-Limerick, 2011; Jensen and Konradsen,

2018; Farra et al., 2015).

While the terms may differ, they all refer to the

same essential process of preparing users to interact

with new or complex systems. These variations high-

light a shared focus on ensuring users are properly

prepared before they begin using the application. In

this study, we deﬁne the Pre-Training User Onboard-

ing Method as a structured process conducted outside

of the VR application. This method is designed to

teach users how to effectively use the app by provid-

ing foundational knowledge about its purpose, con-

trols, navigation, and special features. The process in-

volves external presentations, human support, or other

forms of guidance, such as instructional videos or

printed manuals, to systematically introduce users to

the basic controls and navigation within the VR en-

vironment. The purpose of Pre-Training is to ensure

that users understand how to interact with and oper-

ate the application, as well as comprehend its purpose

and key features, before engaging in independent use.

The effectiveness of pre-training has been explored

in various contexts. Meyer, Omdahl, and Makran-

sky conducted a study in 2019 on the impact of pre-

training on learning through immersive VR and video.

Their ﬁndings indicate that pre-training signiﬁcantly

improves user performance and learning outcomes

by reducing cognitive load and increasing familiarity

with the VR environment. The study showed posi-

tive effects on knowledge, transfer, and self-efﬁcacy

in the immersive VR condition, but not in the video

condition (Meyer et al., 2019). Our presented study

aims to build on these ﬁndings by collecting insights

on pre-training as an onboarding method in VR ed-

ucational applications. To do so, we conducted user

studies where we evaluated our pre-training method

through a survey, focusing on user experience, clar-

ity, conﬁdence, and overall satisfaction.

This study addresses how pre-training supports

VR onboarding in education, focusing on user experi-

ence, conﬁdence, and satisfaction, guided by the fol-

lowing research questions:

Overarching Research Question. What is the gen-

eral user experience of our Pre-Training onboarding

method?

More speciﬁcally, we focused on the following re-

search questions:

• RQ1. How effective is the pre-training method

in terms of clarity, helpfulness, and building user

conﬁdence?

• RQ2. How does the pre-training method inﬂu-

ence overall user satisfaction and their perceived

support during the onboarding process?

• RQ3. What alternative onboarding methods do

users prefer, and how do these preferences com-

pare to their satisfaction with the current method?

• RQ4. How do user familiarity with video games,

VR technology, and computer skills impact their

perceived effectiveness of the pre-training method

and their overall satisfaction?

• RQ5. What improvements can be made to the pre-

training method based on user feedback and their

preferences for alternative onboarding methods?

2 LITERATURE REVIEW

2.1 The Role of Virtual Reality in

Education

VR has gained attention in education for creating

immersive, interactive environments that enable ex-

periential learning often beyond traditional meth-

ods (Freina and Ott, 2015; Merchant et al., 2014).

Research shows VR enhances student engagement,

motivation, and retention (Makransky and Lilleholt,

2018). Situated Learning Theory emphasizes contex-

tual and authentic learning, which VR effectively sup-

ports (Lave, 1991).

2.2 Challenges of Implementing VR in

Education

Implementing VR in education faces challenges like

high costs and limited hardware availability (Radianti

et al., 2020). Additionally, the steep learning curve

of VR can hinder students’ ability to navigate and

engage effectively, affecting their educational expe-

rience (Mikropoulos and Natsis, 2011). Addressing

both overt and subtle challenges is key to successful

integration.

2.3 Onboarding and Pre-Training in

Onboarding helps ease VR’s steep learning curve,

making it more accessible for students by familiar-

izing them with the interface and controls before en-

gaging with content (Jensen and Konradsen, 2018).

Enhancing User Onboarding in Virtual Reality Educational Applications: Evaluating the Effectiveness of Pre-Training User Onboarding

Method

365

Methods include guided tutorials, step-by-step in-

structions, interactive demos, and pre-training. Pre-

training is particularly effective, covering basic con-

trols and interactions to help users focus on educa-

tional content (Di Natale et al., 2020).

2.4 Effectiveness of Pre-Training in VR

Pre-training has been studied in professional and tech-

nical contexts. Meyer et al. (2019) found that pre-

training signiﬁcantly improved knowledge, transfer,

and self-efﬁcacy in immersive VR but not in video

formats, highlighting its beneﬁts in high-immersion

environments (Meyer et al., 2019). Similarly, Radi-

anti stressed its role in improving VR usability and ef-

fectiveness in higher education (Radianti et al., 2020).

Building on these ﬁndings, our research focuses on

pre-training from a user experience perspective.

Key variables inﬂuencing pre-training effective-

ness in VR include clarity and helpfulness of instruc-

tions. Clear materials make navigation intuitive and

enhance onboarding (Sweller, 1988; Jensen and Kon-

radsen, 2018). Helpfulness reﬂects how well ma-

terials prepare users for independent operation and

problem-solving, directly impacting engagement and

learning outcomes (Meyer et al., 2019; Klein et al.,

2015).

User conﬁdence is a critical factor, as effective

pre-training builds conﬁdence in using VR systems,

directly inﬂuencing learning outcomes. Makran-

sky found that conﬁdence-enhancing onboarding im-

proves performance and adjustment to new systems

(Makransky and Lilleholt, 2018). Conﬁdence is also

tied to satisfaction, with Farra showing that supported

users feel more prepared and satisﬁed (Farra et al.,

2015). Aligning training with users’ needs and learn-

ing styles fosters conﬁdence, satisfaction, and en-

gagement (Klein et al., 2015). Clarity, helpfulness,

and conﬁdence are essential metrics for evaluating

the effectiveness of onboarding methods (Baek and

Bramwell, 2016).

3 METHODOLOGY

3.1 Study Design

This study aimed to explore the user experience of

pre-training as an onboarding method in VR educa-

tional applications. .

3.2 Participants

This study included 36 participants from a univer-

sity setting with varying familiarity with VR tech-

nology. The group comprised 9 geography students,

8 other university students, 9 researchers, and indi-

viduals from diverse backgrounds. None had prior

experience with the GeoVR application (citation re-

moved for anonymity). To ensure diversity, partici-

pants were selected based on their likelihood of using

the app, including those with and without VR expe-

rience. Familiarity with VR was self-rated on a 1-to-

5 scale (1: no experience, 5: extensive experience).

This diversity enabled a comprehensive evaluation of

the pre-training’s effectiveness across different edu-

cational levels and VR familiarity.

3.3 Testing App

The app we are using in our study is GeoVR,

an immersive virtual reality educational application

designed to facilitate geographical learning (Sabah

et al., 2024). It allows users to explore and analyze

terrain features through interactive 3D models. The

application supports both individual and collaborative

learning experiences, making it a valuable tool for

education in ﬁelds like geography and environmental

studies.

Procedure Overview Participants were greeted

and briefed on the study. In Phase 1 (see Phase 1:

Pre-App Usage), the participants were introduced to

the GeoVR application and the Hardware used to run

it. They also received guidance on the app’s features

and controls. In Phase 2 (see Phase 2: Support from

Outside the App), expert support was available for

additional assistance. After onboarding, participants

were grouped to use the GeoVR application together.

Finally, they completed a survey to provide feedback,

concluding the session.

3.4 Pre-Training

3.4.1 Phase 1: Pre-App Usage

During the initial onboarding phase, participants were

introduced to the GeoVR application and Meta Quest

2 headsets through a live presentation with text and

images via an external projector. Questions were en-

couraged during and after the presentation to ensure

clarity. The session covered the app’s purpose, key

features, VR controller instructions, and navigation

within the app (see ﬁgure 1).

Afterward, participants were grouped into sets of

ﬁve to use the GeoVR application. The experimenter

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366

observed and noted any challenges or difﬁculties dur-

ing the onboarding process.

Figure 1: a slide of the onboarding method introducing the

system.

3.5 Phase 2: External Support

During this phase, participants had ongoing access to

the experimenter for any questions or concerns related

to using the GeoVR app. This additional support en-

sured that participants could resolve any uncertainties

or difﬁculties encountered during the onboarding pro-

cess, providing a continuous layer of assistance be-

yond the initial presentation.

3.6 Data Collection

Data were collected through a paper-based survey im-

mediately after participants completed the VR app

and Pre-Training. Conducted in a controlled environ-

ment, the survey allowed participants to seek clari-

ﬁcation if needed. Written in German, it included

multiple-choice and 5-point Likert-scale questions (1:

”not at all applicable” to 5: ”fully applicable”) de-

signed by the authors to assess the onboarding experi-

ence. The survey focused on clarity, helpfulness, and

conﬁdence-building, key factors in evaluating the ef-

fectiveness of the pre-training method.

3.7 User Evaluation Survey

1. User Familiarity and Experience:

• Do users play video games?

• Are users familiar with VR technology and ap-

plications?

• How do users rate their general computer

skills?

2. Effectiveness of the Onboarding First Phase

and User Conﬁdence After It:

• Clarity and Appeal of the Slides. Questions

assessed whether the slides were clear, easy

to follow, visually appealing, and appropriately

paced. For clarity, we had 4 questions asking if

the slides were clear, easy to follow, etc.

• Helpfulness of the Slides. Participants evalu-

ated how well the slides prepared them to nav-

igate the VR app, covered necessary informa-

tion, and motivated further exploration. For

helpfulness, we had 4 questions.

• User Conﬁdence. Questions determined how

conﬁdent participants felt using the VR app

after viewing the slides, whether the slides

matched their learning style, and if the slides

helped them learn to use the app independently.

For conﬁdence, we had 3 questions.

3. Alternative Onboarding Methods:

• Preferred Alternatives. Participants evaluated

alternatives to slides, including interactive tuto-

rials, video tutorials, one-on-one training, and

user manuals, and could also suggest other pre-

ferred methods.

. Participants also had the opportunity to pro-

vide feedback and suggest other methods they

might prefer.

4. Overall Satisfaction and Support During On-

boarding:

• Satisfaction with the Onboarding Experi-

ence. Participants were asked to rate their over-

all satisfaction with the onboarding experience

provided by the slides.

• Perceived Support. Participants also eval-

uated whether they felt adequately supported

throughout the entire onboarding process.

4 RESULTS

4.1 Participant Demographics

A total of 36 participants took part in this study. The

survey assessed their familiarity with video games,

VR technology, and general computer skills (see Ta-

ble 1). The responses were rated on a 5-point scale,

where 1 indicated ”does not apply at all” and 5 indi-

cated ”fully applies”.

Table 1: Participant Demographics.

Category Mean SD

Familiarity with Video Games 3.38 1.39

Familiarity with VR 2.94 1.60

Computer Skills 4.11 0.94

Enhancing User Onboarding in Virtual Reality Educational Applications: Evaluating the Effectiveness of Pre-Training User Onboarding

Method

367

4.2 Effectiveness of Pre-Training

Method

Participants evaluated the pre-training materials on

various aspects, including clarity, appeal, helpfulness,

comprehensiveness, organization, ease of following,

conﬁdence, and independence. The responses were

rated on a 5-point scale, where 1 indicated ”does not

apply at all” and 5 indicated ”fully applies” (see Table

2).

Table 2: Effectiveness of Pre-training Method.

Category Mean SD

Clarity 3.83 0.84

Helpfulness 3.44 0.98

Conﬁdence 2.98 1.16

Figure 2: Participant demographics.

Figure 3: Ratings for effectiveness and conﬁdence.

4.3 Alternative Onboarding Methods

Participants rated alternative onboarding meth-

ods—interactive tutorials, video tutorials, one-on-one

training, and user manuals—on a 5-point scale (1:

”does not apply at all,” 5: ”fully applies,” see Table 3).

The data showed a preference for these methods over

current pre-training. Participants also provided feed-

back on other approaches to improve the onboarding

experience, offering insights into preferred solutions.

4.4 Overall Satisfaction

Participants’ satisfaction with the onboarding process

was evaluated alongside their perceived level of sup-

port during the experience, both rated on a 5-point

Table 3: Alternative Onboarding Methods.

Method Mean SD

Interactive Tutorials 3.94 1.09

Video Tutorials 4.38 0.83

Individual Training 3.55 1.18

User Manual 3.00 1.06

Other Methods 2.16 1.27

scale (1: ”very dissatisﬁed”/”poor support,” 5: ”very

satisﬁed”/”excellent support,” see Table 4). These re-

sults offer a comprehensive view of user sentiment,

including support adequacy and overall contentment.

Table 4: Overall Satisfaction and Support During Onboard-

ing.

Category Mean SD

Overall Satisfaction 3.27 0.88

Support During Onboarding 4.11 0.74

To evaluate how user familiarity with video

games, VR technology, and computer skills inﬂu-

enced both the perceived effectiveness of the pre-

training method and overall satisfaction, we con-

ducted a correlation analysis. This analysis was cho-

sen to examine the strength and direction of relation-

ships between these familiarity variables and the de-

pendent measures of effectiveness and satisfaction.

Effectiveness was calculated as the average of

three key factors—clarity, helpfulness, and con-

ﬁdence—which were derived from participant re-

sponses to speciﬁc survey questions. Overall Satis-

faction was measured using a single question asking

participants to rate their satisfaction with the onboard-

ing process.

The correlation analysis measured how familiar-

ity factors (video games, VR, and computer skills)

relate to Effectiveness and Overall Satisfaction, with

positive correlations indicating higher familiarity im-

proves perceptions, and negative correlations suggest-

ing the opposite.

Figure 4: Ratings for Alternative Onboarding Methods.

4.5 Correlation Analysis

A Pearson correlation analysis was conducted to ex-

plore the relationship between user familiarity with

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368

Figure 5: Overall Satisfaction.

video games, VR technology, and computer skills

with both the perceived effectiveness of the pre-

training method and overall satisfaction. Effective-

ness was calculated as the average score of clarity,

helpfulness, and conﬁdence, while Overall Satisfac-

tion was assessed through a single survey item.

Video Game Familiarity. There was a weak, nega-

tive correlation between Video Game Familiarity and

Effectiveness, r(34) = −0.045, p > .05, indicating

that familiarity with video games had little impact

on how effective participants found the pre-training

method. A weak, positive correlation with Overall

Satisfaction, r(34) = 0.040, p > .05, suggests a slight

but non-signiﬁcant increase in satisfaction among par-

ticipants familiar with video games.

VR Familiarity. A weak, positive correlation was

found between VR Familiarity and Effectiveness,

r(34) = 0.110, p > .05, suggesting that participants

with more VR experience perceived the pre-training

as slightly more effective. The correlation between

VR Familiarity and Overall Satisfaction was close to

zero, r(34) = −0.008, p > .05, showing no meaning-

ful relationship.

Computer Skills. A weak, negative correlation was

found between Computer Skills and Effectiveness,

r(34) = −0.122, p > .05, indicating that higher com-

puter skills did not result in better perceptions of

the pre-training method’s effectiveness. However,

there was a signiﬁcant, moderate negative correla-

tion between Computer Skills and Overall Satisfac-

tion, r(34) = −0.482, p < .01, suggesting that partic-

ipants with greater computer skills were less satisﬁed

with the onboarding experience.

Table 5: Effectiveness and Overall Satisfaction based on

Familiarity.

Category Effectiveness Satisfaction

Game Familiarity -0.045 0.040

VR Familiarity 0.110 -0.008

Computer Skills -0.122 -0.482

5 DISCUSSION

In this section, we address the research questions

posed in our study by synthesizing the ﬁndings from

the data collected.

RQ1: How effective is the pre-training method in

terms of clarity, helpfulness, and building user con-

ﬁdence?

The effectiveness of the pre-training method in this

study was evaluated in terms of clarity, helpfulness,

and its ability to build user conﬁdence. The clarity of

the materials received a relatively high mean score of

3.83 (SD = 0.84), indicating that participants gener-

ally found the content clear, though there was some

variability in their experiences. Helpfulness scored

slightly lower, with a mean score of 3.44 (SD = 0.98),

suggesting that while the materials were useful, they

could be improved to better prepare users for navigat-

ing the VR app.

Conﬁdence, was where the pre-training method

was least effective, with a mean score of 2.98 (SD

= 1.16). This lower conﬁdence score indicates that

many participants did not feel sufﬁciently prepared

after the pre-training. Overall, while the pre-training

method demonstrated some effectiveness in terms of

clarity and helpfulness, it falls short in fostering user

conﬁdence. This underscores the need for more inter-

active or tailored training approaches to better support

and empower users in mastering the VR app.

RQ2: How does the pre-training method inﬂuence

overall user satisfaction and their perceived support

during the onboarding process?

The analysis of RQ2 focused on how the pre-training

method inﬂuenced overall user satisfaction and per-

ceived support during the onboarding process. Par-

ticipants rated their overall satisfaction with a mean

score of 3.27 (SD = 0.88), indicating a moderate level

of satisfaction, though there was noticeable variability

in responses. Perceived support during onboarding re-

ceived a higher mean score of 4.11 (SD = 0.74), sug-

gesting that participants generally felt well-supported

throughout the process, with more consistency in their

experiences. The lower satisfaction score, compared

to the higher perceived support, implies that while the

pre-training method was effective in providing sup-

port, it may not have fully met participants’ expecta-

tions or needs, leading to only moderate overall sat-

isfaction. This highlights an opportunity to enhance

the onboarding experience by addressing areas be-

yond support, potentially through improving the con-

tent, relevance, or delivery of the pre-training to better

align with user expectations and foster greater satis-

faction.

Enhancing User Onboarding in Virtual Reality Educational Applications: Evaluating the Effectiveness of Pre-Training User Onboarding

Method

369

RQ3: What alternative onboarding methods would

users prefer, and how do these preferences compare

to their satisfaction with the current method?

The analysis of RQ3 examined participants’ prefer-

ences for alternative onboarding methods, including

interactive tutorials, video tutorials, one-on-one train-

ing, and user manuals. Participants rated these meth-

ods on a 5-point scale, with a mean score of 3.94 (SD

= 1.09), indicating a general preference for more in-

teractive, engaging, and personalized approaches over

the current pre-training method.

The variability (SD = 1.09) suggests differing user

needs and learning styles, highlighting that a one-

size-ﬁts-all approach may not be effective. These

preferences emphasize the need for tailored onboard-

ing solutions to better address diverse user require-

ments. The results signal an opportunity for de-

velopers and trainers to adopt more dynamic, user-

centered methods to improve satisfaction and enhance

the overall onboarding experience.

RQ4: How do user familiarity with video games, VR

technology, and computer skills impact their per-

ceived effectiveness of the pre-training method and

their overall satisfaction?

Here’s a shorter version that preserves the original

meaning:

The ﬁndings indicate that familiarity with video

games, VR technology, and computer skills inﬂu-

ences interactions with the pre-training method. VR

familiarity improves perceived clarity and helpfulness

but does not signiﬁcantly increase overall satisfaction,

suggesting a gap in the holistic onboarding experi-

ence.

Users with advanced computer skills may ﬁnd the

training redundant or less engaging, reducing per-

ceived effectiveness and satisfaction. In contrast,

video game familiarity has only a marginal impact,

likely due to the generalized nature of gaming com-

pared to VR-speciﬁc tasks.

These results highlight the need for adaptable, per-

sonalized training methods that cater to varying skill

levels, ensuring effectiveness and satisfaction across

diverse user backgrounds.

RQ5: What improvements can be made to the pre-

training method based on user feedback and their

preferences for alternative onboarding methods?

The data highlight a preference for interactive and im-

mersive onboarding methods, with interactive tutori-

als rated highest (M = 4.38, SD = 0.83). Incorpo-

rating dynamic, hands-on experiences within the VR

environment could enhance engagement and satisfac-

tion. Personalized methods, such as human-assisted

support, would also beneﬁt users needing individual-

ized guidance.

Feedback suggests improving the slide-based ap-

proach by integrating video content, such as demon-

strations of VR controller use. Tailored onboarding

processes, starting with an assessment of users’ VR

familiarity and technical skills, could provide cus-

tomized tracks for varying experience levels. Struc-

tured content delivery with clear instructions and

scenario-based tasks can progressively build conﬁ-

dence. Regular feedback and reﬁnement will ensure

onboarding remains effective and responsive to di-

verse user needs.

6 LIMITATIONS AND FUTURE

RESEARCH

This study provides valuable insights into the role of

pre-training in VR educational applications, but cer-

tain limitations should be noted. The controlled en-

vironment of the study does not fully replicate real-

world usage conditions, where distractions or tech-

nical issues could inﬂuence the effectiveness of on-

boarding methods.

One key ﬁnding of this study is that the static

slides used in pre-training did not signiﬁcantly en-

hance user conﬁdence. Exploring more interactive or

immersive onboarding methods, such as in-app tuto-

rials, could address this issue and better support user

needs. Furthermore, future work could compare dif-

ferent onboarding strategies to evaluate their effec-

tiveness for diverse user groups and VR learning ap-

plications, paving the way for more tailored and ef-

fective approaches.

By focusing on these directions, future research

can contribute to developing onboarding strategies

that better align with the varied needs of VR users

and applications.

7 CONCLUSION

This study examined how pre-training onboarding

supports VR use in education, focusing on clarity,

helpfulness, and conﬁdence. The results showed that

while the training was clear and helpful, it did not in-

crease user conﬁdence when using the VR applica-

tion.

This means it could improve at making users feel

conﬁdent to help users feel more sure about using VR

on their own.

Users who had used VR before found the training

more useful in terms of clarity and helpfulness. But

even though they understood the training better, this

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370

did not make them more conﬁdent or satisﬁed with

the overall experience. Users with strong computer

skills felt that the training was not interesting enough,

and those familiar with video games did not seem to

be affected much by the training. This shows that dif-

ferent users need different types of training to make

sure that it works well for everyone.

Many users said they would prefer more interac-

tive and hands-on training methods, such as video tu-

torials or instructions built into the VR itself. They

thought these methods would be more interesting and

helpful than just looking at slides. Because of this, it

seems that future onboarding methods should be more

interactive and engaging.

Although pre-training was good at being clear and

supportive, overall user satisfaction was only average.

This suggests that we need to improve the onboarding

process to better ﬁt the needs of different users, espe-

cially when it comes to making them feel conﬁdent.

Making the onboarding process more interactive,

personalized, and fun can help make VR educational

tools easier to use and more enjoyable for a wider

range of users.

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