The Effectiveness of Virtual Reality Exposure on Test Anxiety and Metacognitions: A Randomized Controlled Study

Abstract

Objective: Test anxiety and dysfunctional metacognitions can impair academic performance and well-being. This randomized controlled study examined the effectiveness of a brief Virtual Reality (VR) exposure-based intervention in reducing test anxiety and metacognitive beliefs associated with worry.Methods: Thirty-two students with elevated test anxiety (CTAS-2 ≥ 44) were randomized to a VR exposure-based intervention (n = 16) or no-treatment control group (n = 16). The VR exposure-based intervention group completed eight 20-minute sessions over four weeks. Primary (CTAS-2) and secondary (MCQ-30) outcomes were assessed pre- and post-intervention and analyzed using mixed ANOVA and ANCOVA, with effect sizes reported.Results: A significant time × group interaction indicated greater reductions in test anxiety in the VR exposure-based intervention group compared with controls, with effects in the small-to-moderate range. Negative metacognitive beliefs (MCQ-NEG) also showed a significant improvement in the VR exposure-based intervention group, whereas other metacognitive domains demonstrated smaller, nonsignificant changes. No meaningful changes were observed in the control group.Conclusion: A brief, automated VR exposure-based intervention reduced test anxiety and selectively improved negative metacognitive beliefs. These findings support VR exposure-based intervention as a promising low-intensity intervention for test anxiety. Larger, multi-site studies with follow-up assessments are needed to confirm durability and generalizability.