Between Biological Activation and Performance Perception: Physiological Responses in Computer-Based Educational Environments

This study investigated the relationship between physiological activation and performance perception in immersive and non-immersive educational environments. A gamified escape-room task was implemented to compare two technological conditions, virtual reality (VR) and desktop computing (PC), with university students. Physiological signals, including electrodermal activity (EDA), blood volume pulse (BVP), and skin temperature, were continuously recorded using medical-grade wearable devices. In parallel, self-report instruments were used to capture perceptions of physical state, performance, and task engagement. The results showed that immersive environments elicited stronger cardiovascular and thermal responses, which were negatively associated with perceived performance. In contrast, EDA emerged as a key indicator of cognitive fatigue in non-immersive settings, particularly during early task stages. Temporal analyses revealed cumulative physiological activation in VR and earlier sympathetic responses in PC. These findings support the integration of biometric monitoring to assess user experience in digital learning environments and highlight the importance of instructional designs that balance cognitive load, technological immersion, and learner well-being.