## 1 Introduction
Having employed the empirical scale shown in Table 1, [PERSON] (2020) conducted a study to verify if the extension of the sensations felt by the learners in a virtual space improves the learners' vividness, interactivity, presence, experientiality, and flow. Vividness refers to the reproducible abundance of the mediated environment [18], the tactile interactivity corresponds to the degree of direct interaction with virtual objects in the virtual space, and the locomotive interactivity is representative of the extent to which learners can move in the virtual space through physical movements [3]. Presence means the feeling of \"sense of being there\" [19]. It is the most basic characteristic of VR [19; 20; 21] and is a criterion for determining if the VR experience can approximate a direct experience that can be achieved in realty, which is different from indirect experience through a medium such as book or TV, and comes from the theory of experiential learning by [PERSON] (1959; 2004) [22; 23]. Experientiality, the scale is drawn from [PERSON] and [PERSON] (1980) [24], which is to measure whether the user's experience in a virtual space is close to indirect or direct experience. Lastly, flow is the criterion for measuring how immersed an individual is in the current work [25], and is the criterion for evaluating the improvement of the learning effect because it is the prerequisite for the learning effect [26; 27; 28]. An experiment was conducted to examine and record the stated variables when users participate in an educational VR game for fire safety. The game provides the users with cutaneous sensations, including temperature and wind. These same variables are also then recorded in the use of VR game that used simple tactile and locomotive interactivity. The experiments showed that if the learners feel the temperature and wind through an actual skin sensation in a virtual environment, the vividness and presence significantly improve while the flow does not [10]. It was concluded that these results were due to the influence of the study participants' anxiety level on the flow. In the interviews of the study participants where they were asked how they felt while playing the VR game, many users of the fire safety education VR game with cutaneous sensation, to which a device was added to allow the users to feel the temperature and wind, said that they felt scared or insecure because the VR experience felt too realistic. In particular, there were many learners who said that their fear or surprise peaked when their skin actually felt hot in front of a virtual flame. As a result of these interviews, it can be said that when learners virtually experience being in a fire site, the fire site feels so realistic through the hot temperature and wind that it is likely to affect the flow by creating the same feelings of anxiety and fear that can be felt at an actual fire site. This means that people's experiences that make them feel anxious, such as that of being at a fire or disaster site or in a battlefield, can have a significant effect on the flow if the experience in the virtual space is extremely realistic, and as the improvement of the flow is a prerequisite for the improvement of the learning effect [26; 27; 28], it is necessary to verify whether the degree of anxiety that occurs at this time positively or negatively impacts the flow. Therefore, in this study, how the degree of anxiety felt by the learners in a virtual space affects the flow was determined.