## 1 Introduction  
Despite occasional fluctuations, the shipping industry continues to propel the global economy [1]. The ongoing investment in innovative technologies in maritime education, training, and knowledge transmission is considered a fundamental challenge not only in order to sustain a position as global economy leader but also to continue enhancing maritime safety and risk mitigation [2; 3]. Traditionally, conventional maritime simulators, among other knowledge transfer tools, have been recognized as an effective training means that allows trainees to comprehend, evaluate, and practice critical situations at sea effectively in a risk-free environment [4]. However, due to their relatively high cost, time and space restrictions, and limited immersion capacity, recently, there has been a significant focus on integrating Virtual Reality (VR) technology into maritime education and training curricula [2; 5; 6; 7]. VR can be described as a computer-simulated environment that allows users to interact with and modify their perceptions by delivering a combination of 3D sensory information to the human brain via isolated screens or a wearable display, e.g., a Head-Mounted Display (HMD) [8; 9; 10; 11]. VR can be divided into three distinct categories: non-immersive, semi-immersive, and immersive. Non-immersive VR employs a conventional computer screen on which the user can indirectly interact with the digital 3D environment by utilizing a mouse, keyboard, or controller. Semi-immersive VR uses a combination of concave monitors and/or wall projectors surrounding the user to display virtual information such as a flight or maritime simulators. Immersive VR is the term used to describe the process of tracking a user's movement and presenting VR information based on their position using an HMD [4; 11; 12]. The primary advantage of immersive VR is the ability to transport individuals to specific VR environments (e.g., a ship's engine room) with a high degree of psychological fidelity, thereby facilitating an interactive and experiential training experience and encouraging the transfer of knowledge regardless of location or time. According to recent Statista Search Department estimates (2024) [13], the prevalence of VR technology and its associated industry is rapidly increasing, with the global VR market size expected to rise from less than 12 billion U.S. dollars in 2022 to over 22 billion U.S. dollars by 2025. The constant reduction in VR costs, leaps in computer processing power, and improvements in the technology have boosted the use of VR technology in a variety of domains, including entertainment [14; 15], medicine [16], tourism and hospitality [17; 18], engineering, logistics, and the maritime industry [6; 19; 20], as well as in education and professional training [21; 22; 23; 24; 25]. Academic endeavors to investigate the potential of VR technology's implementation in the corporate sector have been extensively documented to date. VR simulation training is being utilized in a variety of fields, such as construction training [26], medical training [16], fire and rescue training [27], and aviation inspection training [28]. Though the maritime sector has often been regarded as conservative [29] due to its high-risk environments and the need for rigorous training, it presents a unique opportunity for the adoption of VR technology. In accordance with the worldwide movement towards digitalization and innovation in the shipping sector [5], there has been a rise in research into the application of VR technology in the maritime industry (e.g., [30; 31; 32]). The majority of studies have primarily concentrated on various aspects of maritime safety, such as firefighting and evacuation training in the engine room [7], operational procedures on the deck [25], and navigation [2]. While there have been ongoing academic efforts to explore the benefits of the implementation of VR technology in the maritime industry, there remains a lack of studies specifically examining its potential in higher maritime education.