## 6 Discussion  
The experiments and analyses that were performed in this study revealed no significant difference between the two study groups, contrary to the hypothesis that there would be a difference in flow between the high- and low-anxiety groups that played the fire safety education VR game under the same conditions. There was a significant difference in flow, however, between the high-anxiety group among the study participants who played the fire safety education VR game with cutaneous sensation and the group that played the basic fire safety education VR game. Given this, it can be said that learners can feel greater anxiety when using VR-based learning content that can make them feel much closer to reality, and in this case, the said learners are more deeply immersed in the virtual environment. In other words, while there may be concerns that the anxiety generated by the reproduction of a virtual environment close to reality may hinder the learners' flow and consequently the learning effect, it is judged that it will positively impact the learning effect based on the theory that the flow is a prerequisite [26; 27; 28] for the learning effect, by making the learners more immersed in the situation at hand. The reason why anxiety does not interfere with the flow but rather strengthens it further can be found in the flow theory. The flow scale was derived from the flow theory by [PERSON], whose study shows that people can experience flow in a state of immersion in all situations of everyday life that we can experience, including composition, rock climbing, dancing, yachting, chess, art appreciation, listening to music, taste pleasure, and so on [25]. It is natural to experience flow in situations such as art appreciation and listening to music that are very stable and users do not feel anxiety. However, we feel the flow even if we also feel the anxiety because of risks such as rock climbing [25]. That is, whether or not users feel anxious in reality is irrelevant to the flow. Whether the reproduced situation is a safe place or a place with a risk factor in a virtual situation implemented by VR is not a factor that affects the flow that users feel. Rather, whether or not the VR environment is elaborately reproduced is a key factor that makes users experience flow. Thus, the experimental results show that anxiety improves flow. This does not indicate simple causality. It proves that the more realistically reproduced an environment with risk factors is, such as a fire site, the more realistic the learner feels. Thus, he or she feels anxiety and flow like a feeling in the real world. Rather than directly affecting the flow, it can be said that the flow occurs when the anxiety itself faithfully reproduces the situation using VR in which the anxiety can occur. After all, the anxiety that users feel in this study can be seen as a criterion for evaluating the fidelity of reproduction when reproducing dangerous environments such as fire sites into VR. Therefore, the higher the anxiety, the closer the virtual environment is to reality, and the flow felt by the learner can be improved to ensure an improvement in learning effectiveness. As a result, the study proves once again that the implementation of VR as an experience close to reality can improve learning effectiveness through effects such as experiential learning [3; 10]. It is very important that when learning using VR, learners can experience the feeling that they may actually have in an environment where they have to use acquired knowledge beyond just acquiring knowledge. For example, even if people know how to deal with negative situations such as fire, disaster, and battlefields by learning, in real life, they may not be able to carry out what they have learned due to the feelings and the atmosphere of the scene.