This study investigated the influence of immersive technology on information retention in the context of construction site risk management training. The theoretical framework was rooted in the positive effects of immersive virtual reality on learning outcomes, specifically focusing on increased engagement, motivation, and memorization performance. The concept of 'presence,' defined as the psychological state of experiencing virtual objects as real, was also explored as a potential mediator between immersion and learning outcomes.

The study hypothesized that the degree of immersion offered by the technology would influence both information retention and the sense of presence, and that the sense of presence would, in turn, impact information retention. A quasi-experimental, inter-group comparison was employed, with 60 participants divided into two conditions: high immersion (virtual reality) and low immersion (tablet). The primary outcome measure was performance on an information retention task, while the Multimodal Presence Scale (MPS) was used to assess the sense of presence. The experiments were conducted as part of the DEFFINUM LEARN project, funded by "la Caisse des Dépôts" in France.

The results indicated that the degree of immersion did not significantly influence information retention. However, a significant positive correlation was found between the sense of presence and information retention, suggesting that a stronger sense of presence leads to better learning outcomes. The study also found that the level of immersion significantly impacted the sense of presence, with virtual reality leading to a higher sense of presence than the tablet.

These findings contribute to the understanding of the use of immersive technologies in education and training. The study highlights the importance of presence as a key factor in enhancing learning outcomes in virtual environments. The results also suggest that while the degree of immersion can influence the sense of presence, it may not directly translate to improved information retention. Future research could further explore the complex interplay between immersion, presence, and learning outcomes, and investigate other potential mediators and moderators in this relationship. Additionally, future studies could consider the impact of individual differences, such as prior experience with technology and learning styles, on the relationship between immersion, presence, and learning outcomes.

In conclusion, this study provides valuable insights into the role of immersive technology and presence in learning and training contexts. The findings suggest that while the degree of immersion may not directly impact information retention, the sense of presence elicited by immersive environments plays a crucial role in enhancing learning outcomes. These results have implications for the design and implementation of training programs that utilize immersive technologies, emphasizing the importance of creating experiences that foster a strong sense of presence to maximize learning effectiveness.

Keywords: Immersion degree, sense of presence, learning, virtual reality, motivation.