Effects of virtual nature scenes and imagery dialogue intervention on academic anxiety in college students

Abstract

Background Academic anxiety is increasingly prevalent among college students and can negatively affect both academic performance and mental well-being. Virtual reality-based nature exposure has emerged as a promising approach for emotional regulation. This study examined whether integrating imagery dialogue with virtual natural environments could enhance the effectiveness of anxiety interventions. Methods A 2 (time: pre-test, post-test) × 4 (group: imagery dialogue-based virtual nature, virtual nature, imagery dialogue, control) mixed experimental design was adopted. Sixty college students with high academic anxiety were randomly assigned to one of the four groups and participated in a three-week intervention. Subjective measures, including the Academic Anxiety Questionnaire and the State Anxiety subscale of the State–Trait Anxiety Inventory, and physiological indicators, including heart rate and skin temperature, were collected before and after the intervention. Results All intervention groups showed significant reductions in academic anxiety from baseline, while the control group showed no significant pre-post change. The combined group showed the largest descriptive reduction, but superiority over single interventions was not established. Physiological indicators showed favorable pre-post changes, with significant time × group interactions for both indicators. Conclusion Imagery dialogue, virtual nature exposure, and their combination may all contribute to reducing academic anxiety among college students, with the combined approach showing potential as a digital intervention strategy.