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Peer-reviewedCC BY 4.0Scientific Reports

A controlled trial of a co-designed virtual reality experience to support wellbeing in students

  • Aileen O’Brien1
  • Baba Sheba1
  • Rachel Simnett2
  • Jared G. Smith1
  • Nadia Mantovani3
  • Sarah White1
  • Simon Riches4
  • Darren Bell2
  • Michael Abbott3
  • Alexandra Collisson5
  • Trudi Edginton1
  • Marco Gillies6
1 more authors
  • Xueni Pan6
6 affiliations
  1. 1Population Health Research Institute, City St George’s University of London
  2. 2Simnett Consulting
  3. 3Southwest London and St George’s Mental Health NHS Trust
  4. 4Department of Psychology and Human Development, University of East London
  5. 5Queen Mary University of London
  6. 6Goldsmiths University of London
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Abstract

Increasing rates of mental health problems among university students require innovative interventions. This study evaluated a multi-sensory, virtual reality (VR) intervention aimed at reducing stress and exam anxiety among students at a healthcare university in the UK. Participants (n = 131) were randomised to either the VR condition or the same experience on their smartphones as Video, with both groups engaging over five consecutive days. Pre- and post-session measures were collected for perceived stress, well-being, and depressive symptoms, alongside qualitative assessments of the experiences. Both VR and Video participants reported statistically significant reductions in perceived stress levels at follow-up. Immediate positive affective changes were greater in the VR than Video condition, with high levels of immersion, which correlated with improved emotional outcomes. Themes within the qualitative data highlighted the therapeutic impact of VR, with participants expressing increased calmness and concentration. These findings suggest that this intervention may serve as an effective and engaging tool to reduce student stress and exam anxiety. This study contributes to the growing literature on digital mental health and emphasises the need for institutions to explore immersive technologies as part of mental health support services. Further research is warranted to determine long-term efficacy and optimal usage strategies for VR in academic environments.

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Cite

BibTeXRIS
BibTeX
@article{obrien2026controlled,
  title = {{A controlled trial of a co-designed virtual reality experience to support wellbeing in students}},
  author = {Aileen O’Brien and Baba Sheba and Rachel Simnett and Jared G. Smith and Nadia Mantovani and Sarah White and Simon Riches and Darren Bell and Michael Abbott and Alexandra Collisson and Trudi Edginton and Marco Gillies and Xueni Pan},
  journal = {Scientific Reports},
  year = {2026},
  month = aug,
  doi = {10.1038/s41598-026-61827-6},
  url = {https://doi.org/10.1038/s41598-026-61827-6},
  note = {CC BY 4.0},
}
RIS
TY  - JOUR
TI  - A controlled trial of a co-designed virtual reality experience to support wellbeing in students
AU  - Aileen O’Brien
AU  - Baba Sheba
AU  - Rachel Simnett
AU  - Jared G. Smith
AU  - Nadia Mantovani
AU  - Sarah White
AU  - Simon Riches
AU  - Darren Bell
AU  - Michael Abbott
AU  - Alexandra Collisson
AU  - Trudi Edginton
AU  - Marco Gillies
AU  - Xueni Pan
PY  - 2026
DA  - 2026/08/01
JO  - Scientific Reports
DO  - 10.1038/s41598-026-61827-6
UR  - https://doi.org/10.1038/s41598-026-61827-6
AB  - Increasing rates of mental health problems among university students require innovative interventions. This study evaluated a multi-sensory, virtual reality (VR) intervention aimed at reducing stress and exam anxiety among students at a healthcare university in the UK. Participants (n = 131) were randomised to either the VR condition or the same experience on their smartphones as Video, with both groups engaging over five consecutive days. Pre- and post-session measures were collected for perceived stress, well-being, and depressive symptoms, alongside qualitative assessments of the experiences. Both VR and Video participants reported statistically significant reductions in perceived stress levels at follow-up. Immediate positive affective changes were greater in the VR than Video condition, with high levels of immersion, which correlated with improved emotional outcomes. Themes within the qualitative data highlighted the therapeutic impact of VR, with participants expressing increased calmness and concentration. These findings suggest that this intervention may serve as an effective and engaging tool to reduce student stress and exam anxiety. This study contributes to the growing literature on digital mental health and emphasises the need for institutions to explore immersive technologies as part of mental health support services. Further research is warranted to determine long-term efficacy and optimal usage strategies for VR in academic environments.
SN  - 2045-2322
ER  -