A controlled trial of a co-designed virtual reality experience to support wellbeing in students

Abstract

Abstract Increasing rates of mental health problems among university students require innovative interventions. This study evaluated a multi-sensory, virtual reality (VR) intervention aimed at reducing stress and exam anxiety among students at a healthcare university in the UK. Participants ( n = 131) were randomised to either the VR condition or the same experience on their smartphones as Video, with both groups engaging over five consecutive days. Pre- and post-session measures were collected for perceived stress, well-being, and depressive symptoms, alongside qualitative assessments of the experiences. Both VR and Video participants reported statistically significant reductions in perceived stress levels at follow-up. Immediate positive affective changes were greater in the VR than Video condition, with high levels of immersion, which correlated with improved emotional outcomes. Themes within the qualitative data highlighted the therapeutic impact of VR, with participants expressing increased calmness and concentration. These findings suggest that this intervention may serve as an effective and engaging tool to reduce student stress and exam anxiety. This study contributes to the growing literature on digital mental health and emphasises the need for institutions to explore immersive technologies as part of mental health support services. Further research is warranted to determine long-term efficacy and optimal usage strategies for VR in academic environments.