Virtual Reality (VR) offers transformative potential for educational environments, yet its efficacy depends on understanding users' immersive tendencies and physiological responses. This study explores the relationship between Immersive Tendency Questionnaire (ITQ) scores and Heart Rate Variability (HRV), specifically sympathetic (SNS) and parasympathetic (PNS) nervous system activity, in VR-based creative tasks. Results from a sample of 30 participants revealed a strong positive correlation between ITQ scores and SNS activity (r=0.525, p=0.006) and a negative correlation with PNS activity (r=-0.434, p=0.027). High ITQ scores (>4.0) were associated with increased physiological arousal (SNS ~0.5-1.0) and reduced relaxation (PNS ~-0.5), explaining approximately 27% of SNS variance. These findings bridge self-reported immersion with real-time physiological data, a rarity in VR literature, and highlight the moderating role of arousal in educational performance during creative tasks. We propose a novel educational framework leveraging biofeedback-driven VR systems tailored for high-ITQ learners to optimize engagement, manage stress, and foster creativity. This approach has significant implications for designing adaptive, immersive learning environments that enhance student innovation and learning outcomes while preventing cognitive overload in VR-based education.

Keywords: Virtual Reality, Immersive Tendencies, Heart Rate Variability, Biofeedback, Adaptive Learning.