Immersive educational design of ideological education spaces from environmental psychology perspectives

Abstract

This study explores the design and effectiveness evaluation of "immersive" educational spaces for ideological and political education courses from an environmental psychology perspective. Through questionnaires, in-depth interviews, and experimental observations, we systematically investigated the learning experiences and educational outcomes of 813 university students in different teaching environments. The results indicate that environmental psychological elements in ideological and political education spaces significantly impact students' cognitive engagement, emotional experience, and value identification. Specifically, physical environmental elements primarily influence cognitive engagement, social environmental elements mainly affect emotional experience, and symbolic environmental elements primarily impact value identification. The design of immersive teaching spaces should follow strategies such as "multi-functional zoning, circular interactive layout, and contextualized thematic design," integrating multimedia technology and interactive facilities to create a contextualized learning atmosphere. Assessment across cognitive, emotional, and behavioral dimensions revealed that immersive teaching spaces, compared to traditional spaces, increased students' cognitive acceptance and satisfaction (38.7%), emotional involvement and sense of belonging (45.2%-48.6%), as well as behavioral conversion rate and practicality (20.9%-80.8%). Longitudinal research demonstrated that the educational effects of immersive teaching spaces have significant durability, with behavioral conversion rates maintaining at 63.5% eighteen months after completion of learning, whereas the traditional space group decreased to 25.4%. The study constructs a three-dimensional interactive "environment-psychology-behavior" immersive educational model for ideological and political education spaces, revealing a complete educational chain of "perception-understanding-resonance-identification-practice." This provides theoretical support and practical pathways for enhancing the effectiveness of ideological and political education. The research findings offer important implications for implementing the concept of "precise ideological and political education" and optimizing the design of teaching environments in higher education institutions.