## 2 Materials and Methods
### Student Engagement: Physical Assessment Using Blood Pressure and Heart Rate  
On the day of the study, the participants were assigned randomly to the control group (30 students) or the VR group (30 students). All participants were given verbal instructions, informing them they would participate in a control group video or VR immersive training. All participants were directed that they should not consume any food or caffeinated beverages one hour prior to the study. During the training exercise, the control and VR groups wore a blood pressure cuff (Omron, utilized for measuring blood pressure and heart rates). Similarly, the participants wore a blood pressure cuff during pre-tests and post-tests. Upon completion, all participants remained in the laboratory for 10 min before a comprehensive debriefing regarding the nature and objectives of the study. A diagram illustrating the experimental procedure is depicted in Figure 3. Existing approaches to assessing student participation in educational activities often utilize several indicators such as eye movement, facial expressions, gestures, posture, and physiological and neurological sensors integrated into wearable devices, which capture essential physiological characteristics [43; 44]. According to a review by [PERSON] et al., heart rate is a significant parameter used to detect and track student engagement during educational events. Skin conductance, temperature, and conductivity are also tremendous characteristics to consider [45]. [PERSON] et al. investigated the impact of a VR game on physiological parameters, including heart rate, heart rate variability, oxygen saturation, and blood pressure, and found that it had a favorable effect on these variables [46]. The impact of immersive digital twin VR simulations on physiological parameters enables the link between heart rate and blood pressure to be studied and the development of protocols to conduct navigation experiments [47]. This aidsresearchers in exploring new questions and refining theories on spatial abilities, strategies, and performance.  
Assessment of Satisfaction in VR-Enhanced Learning Experiences: Prioritizing Educational Significance and Practicality in VR-Assisted Teaching  
Creating a student VR training satisfaction questionnaire requires careful consideration of the areas to measure, the questions to ask for constructive feedback, and the questionnaire structure. The main steps were to define the questionnaire's purpose and objectives. Review existing student satisfaction survey themes and questions for inspiration. Ensure the question types are closed-ended Likert scale queries (strongly agree to disagree strongly). Use simple questions that are easily comprehensible. Conduct a pilot test to find any phrasing, clarity, or question flow concerns. Include positive and negative remarks for the whole picture. Maintain anonymity and confidentiality, and convey that replies are private and will not identify individual students. Use online survey technologies, ensuring the platform is user-friendly. Set realistic expectations and inform the students of the survey objectives and how their input will enhance the VR training material. Analyze and act on the results to find patterns and opportunities for improvement. These steps enabled the development of a well-structured and effective student satisfaction questionnaire to provide valuable insights to enhance the student VR training module experience.