# Countering the Novelty Effect: A Tutorial for Immersive Virtual Reality Learning Environments
## 5 Discussion
Frustration might negatively affect engagement during the iVR learning experience, as [PERSON] showed in her research [59] and [PERSON] et al. explored in their studies [60]. They found that frustration comes from an inappropriate design of certain things and from high cognitive load. Although it can lead participants to abandon the experience, if it happens within a short space of time, there is no impact on users. Therefore, the cognitive load in participants of this iVR tutorial was short-term, because it was minimized by applying the principles of Multimedia Learning Cognitive Theory. The purpose was to reduce user effort when constantly seeking to follow the next action. A combination of images and text improved the comprehension of the tasks without repeating the information. It was achieved thanks to the redundancy principle through which the information is shown in different complementary parts. Immersion and presence were intermediate in terms of rating, and their difference was not statistically significant related to the lower flow values. Both components were closely related, so it is logical to expect them to be equally rated. Immersion contributes to high presence and vice versa. This was supported in the research of [PERSON] et al. [61] and [PERSON] et al. [62], respectively. Emotion also had a strong influence on the relationship between both components. Also, [PERSON] et al. [63] showed that when there is no emotion, immersion in this case has a greater influence on presence. The improvement in presence was due to arousal and immersion as both increased presence. The reason behind the contribution of arousal was because it improved attention. At the same time, the novelty effect added to arousal. In fact, the novelty effect explained why presence was rated as intermediate. At the beginning of the iVR experience, users felt the novelty effect, so their level of presence was high, but as the novelty effect slipped away over time, they lost part of their high level of presence. In this iVR tutorial, presence was influenced by the iVR environment that was a simple one, with neutral controls, in accordance with the coherence principle of the Cognitive Theory of Multimedia Learning. Users also have recognizable objects with which to interact freely, augmenting the engagement component, which is necessary to create a high level of presence, an aspect explained in the study of [PERSON] [7]. Finally, as immersion, presence, and engagement achieve very high scores, it can be concluded that the cable connection between the workstation and the HMD does not limit significantly the comfort of the iVR experience. The flow component had the lowest score of all three groups, which may be explained in reference to the study of [PERSON] [64]. In his study, the flow level was high when the challenge matched the skill. The results of the survey showed that skill had the highest score, so users had no difficulty with their actions. Flow was also influenced by engagement and concentration during a certain task. However, the proposed tutorial engagement level was high, which explains that the overall experience was enjoyable, but participants could not always control their actions. The answers to the open questions of the satisfaction and usability survey reinforced that idea. Most participants reportedsome difficulties with grabbing objects as negative aspects. This aspect must be corrected, in order to improve the flow score. In addition, prior knowledge is another factor that affects flow. Both the VET and the HNC groups were composed of participants with higher levels of computer knowledge than the BA group, as both vocational educations were fundamentally based on that field. According to the study of [PERSON] [7], the greater the prior knowledge, the lower the cognitive load the users will have, so the flow levels will increase.