Fostering Embodied and Attitudinal Change Through Immersive Storytelling: A Hybrid Evaluation Approach for Sustainability Education

Stefania Palmieri, Giuseppe Lotti, Mario Bisson, Eleonora D’Ascenzi and Claudia Spinò ()
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Stefania Palmieri: Department of Design, Politecnico di Milano, 20158 Milano, MI, Italy
Giuseppe Lotti: Department of Architecture, Università degli Studi di Firenze, 50129 Firenze, FI, Italy
Mario Bisson: Department of Design, Politecnico di Milano, 20158 Milano, MI, Italy
Eleonora D’Ascenzi: Department of Architecture, Università degli Studi di Firenze, 50129 Firenze, FI, Italy
Claudia Spinò: Department of Design, Politecnico di Milano, 20158 Milano, MI, Italy

Sustainability, 2025, vol. 17, issue 17, 1-28

Abstract: Immersive technologies are increasingly acknowledged as powerful tools in sustainability education, capable of fostering deeper engagement and emotional resonance. This study investigates the potential of 360° VR storytelling to enhance learning through embodied knowledge, attitudinal change, and emotional awareness. Conducted within the EMOTIONAL project, the research explores a first-person narrative told from the perspective of a ceramic object rooted in Italian cultural heritage, designed to facilitate meaningful, affective learning. The present study addresses the following research questions: RQ1 Can 360° VR story-living narrations effectively promote embodied learning and semantic and attitudinal shifts in the context of sustainability education? RQ2 What added insights can be gained from integrating subjective assessments with physiological measures? To this end, a hybrid assessment framework was developed and validated, combining subjective self-report tools (including attitudinal scales, semantic differential analysis, and engagement metrics) with objective physiological measures, specifically Electrodermal Activity (EDA). Sixty participants, including students and entrepreneurs, experienced the immersive narrative, and a subset underwent physiological tracking to evaluate the effectiveness of the experience. The findings show that immersive storytelling can enhance emotional and cognitive engagement, producing shifts in semantic interpretation, self-perceived knowledge, and attitudes toward material culture. A convergence of high emotional engagement, embodied learning, and technology acceptance was observed, although individual differences emerged based on prior experience and disciplinary background. EDA data offered complementary insights, identifying specific moments of heightened arousal during the narrative. The study demonstrates that emotionally driven immersive narratives (supported by integrated assessment methods) can make abstract sustainability values more tangible and personally resonant, thereby fostering more reflective and relational approaches to sustainable consumption and production.

Keywords: immersive storytelling design; immersive learning; virtual reality; sustainability education; embodied knowledge; Electrodermal Activity; hybrid assessment framework (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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