In the rapidly evolving landscape of immersive technology, The Hong Kong Polytechnic University (PolyU) has once again made significant strides by pioneering research that delves deep into the integration of virtual reality (VR) settings with educational methodologies. The recent accolade of the Best Paper Honorable Mention Award at the IEEE International Conference on Virtual Reality and 3D User Interfaces (IEEE VR) 2025 underscores the transformative potential of their work. This recognition highlights not only the technical sophistication of PolyU’s research but also its practical implications in innovating how complex skills, such as film lighting, can be effectively taught and mastered within virtual environments.
The awarded study, titled “Illuminating the Scene: How Virtual Environments and Learning Modes Shape Film Lighting Mastery in Virtual Reality,” investigates the nuanced interplay between different VR environments and learning modes to optimize educational outcomes. Conducted by Prof. Lik-Hang Lee, Assistant Professor of the Department of Industrial and Systems Engineering, alongside second-year PhD student Mr. Chan In Devin Sio, the research situates itself at the intersection of human-computer interaction, cognitive psychology, and education technology. It aims to dissect how learners engage with virtual settings and collaborate—or work individually—in acquiring technically demanding creative skills.
At the core of the study is an experimental design contrasting three distinct virtual environments: a baseline standard environment, a dynamic beach scene, and a familiar office setting. These environments were carefully chosen to represent varying degrees of sensory richness and contextual familiarity, thereby allowing the researchers to observe how such variables influence learner engagement, frustration, and overall performance. The dynamic beach environment, characterized by its vivid and ever-changing elements, sought to increase sensory stimulation, while the office setting aimed to create a controlled, familiar space conducive to collaborative learning.
One striking revelation from the research was the dichotomy in learner experience between individual and team-based modes across these environments. In particular, the beach setting markedly heightened engagement among individual learners, suggesting that stimulating, immersive backdrops can captivate users more effectively when they navigate learning tasks alone. However, this increased sensory load also correlated with elevated levels of frustration, indicating that heightened engagement does not unequivocally translate to improved learner satisfaction or performance. This finding points to the complexity of designing VR environments that balance cognitive load with engagement.
In contrast, the office environment, imbued with a sense of familiarity and order, demonstrated its strengths in facilitating team-based learning. Groups working within this setting reported reduced frustration and demonstrated enhanced collaborative dynamics, showcasing how tailored virtual contexts can foster social interaction and cooperative problem-solving. These nuanced interactions highlight the cognitive and emotional dimensions underlying VR-mediated learning experiences and suggest pathways for refining virtual educational spaces to better accommodate group learning processes.
The baseline environment, which presumably offered a neutral and controlled backdrop, emerged as the optimal setting for team performance during the film lighting mastery tasks. This insight challenges the assumption that more immersive or dynamic settings inherently yield superior educational outcomes. Instead, it points to the necessity of aligning VR environments with specific learning objectives and social contexts. For individual learners, the study found that more challenging, sensory-rich environments facilitated better mastery, perhaps due to the heightened focus and attention elicited by complex settings.
Prof. Lik-Hang Lee emphasized the significance of these findings, noting that their study affirms the transformative potential of virtual reality in education, particularly when environments are customized to align with learners’ modalities and social configurations. By offering a framework for understanding how VR contexts influence cognitive and emotional responses during skill acquisition, the research provides a roadmap for the development of more effective immersive learning tools. The implications extend beyond film lighting mastery to any domain where hands-on practice and spatial cognition play critical roles.
From a technical standpoint, the research leverages advanced VR technology to simulate complex lighting scenarios that would traditionally require access to costly and physically demanding equipment. The VR systems employed integrate real-time feedback and collaborative features that enable learners to experiment with light placement, intensity, and dynamics within a virtual film set. This not only democratizes access to high-fidelity educational experiences but also allows for the precise tracking of learner interactions, enabling data-driven analysis of educational strategies.
The methodology incorporates rigorous data collection on variables such as learner engagement, frustration levels, collaboration quality, and performance metrics in lighting tasks. Using psychometric and behavioral measures, the research parses out the subtle effects of environmental cues and social learning modes on cognitive load and learning efficiency. This comprehensive approach enriches the understanding of how virtual environments can be designed to support different types of learners, opening doors for adaptive VR systems that respond dynamically to user feedback.
Moreover, the study’s focus on film lighting mastery addresses a niche yet technically intricate domain that blends artistic sensibility with engineering principles. Lighting in film is not merely aesthetic; it fundamentally shapes narrative, mood, and audience perception. Teaching these subtleties in VR presents unique challenges, notably the need for realistic light simulations, accurate shadows, and context-aware adjustments. PolyU’s research tackles these issues, pushing the boundaries of VR fidelity and interactivity in educational applications.
The IEEE VR conference has long been a crucible for cutting-edge VR research, and recognition from such a prestigious body validates the innovation and scholarly rigor of PolyU’s work. Since 1993, IEEE VR has showcased milestones in immersive technology, from early 3D input devices to contemporary mixed reality systems. PolyU’s success at the 2025 conference continues this tradition by contributing actionable insights that bridge theoretical understanding and practical application in immersive learning environments.
Looking forward, the study paves the way for future explorations into customizing VR educational spaces tailored to learner profiles, task complexity, and social configurations. It also underscores the importance of balancing immersive appeal with cognitive manageability to avoid frustration that can detract from learning efficacy. As VR technology becomes increasingly accessible, such research will be critical in guiding the development of next-generation educational platforms that harness immersive environments for maximal pedagogical impact.
In sum, PolyU’s research not only advances the scientific community’s understanding of immersive technology’s role in education but also offers a compelling vision for the future of VR-mediated learning. By unraveling the complex interactions between environment, learner mode, and cognitive response, the study charts a path toward more personalized, effective, and engaging educational experiences that leverage the full spectrum of virtual reality’s capabilities.
Subject of Research: The influence of virtual environments and learning modes on skill acquisition in VR-based education, specifically film lighting mastery.
Article Title: Illuminating the Scene: How Virtual Environments and Learning Modes Shape Film Lighting Mastery in Virtual Reality
News Publication Date: 2025
Web References: https://earimediaprodweb.azurewebsites.net/Api/v1/Multimedia/772b65d3-0345-4382-93a2-cddac6e6c11e/Rendition/low-res/Content/Public
Image Credits: © 2025 Research and Innovation Office, The Hong Kong Polytechnic University. All Rights Reserved.
Keywords: Virtual reality, Industrial research, Education technology, Learning, Three dimensional modeling, Light
