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Increasing learners' sense of presence is important in professional training, in particular, when aiming to foster their competences of making judgements and solving problems when facing real cases. However, in conventional training programmes, sometimes it is difficult to situate learners in real cases owing to several considerations, such as cost and potential danger. Scholars have indicated that the lack of opportunities to experience real contexts could seriously affect the training outcomes. To cope with this problem, the present study proposes a spherical video‐based virtual reality (SVVR)‐based professional training (SVVR‐PT) approach based on the attention, relevance, confidence and satisfaction (ARCS) model to situate learners in an authentic training environment to experience the process of solving practical cases before facing real cases. To evaluate the effectiveness of the approach, a true experiment was conducted in a hospital by randomly assigning 70 nurses to an experimental group learning with the SVVR‐PT approach and a control group learning with the conventional training approach. The experimental results show that the proposed approach outperformed the conventional approach in terms of promoting the learners' sense of presence and learning achievement as well as their problem‐solving tendency and critical‐thinking awareness. Moreover, the SVVR‐PT learners also showed higher technology acceptance than the conventional training group. Practitioner notesWhat is already known about this topic?Spherical video‐based virtual reality (SVVR) immerses learners in an authentic environment that enables them to have more opportunities to experiment and practice.Attention, relevance, confidence and satisfaction model has great potential in promoting learners' motivation and engagement.What this paper adds?A motivational model‐based virtual reality approach is proposed to facilitate learners' professional training performance.In addition to promoting learners' training performance, the results claimed that the proposed approach could promote students' sense of presence, problem‐solving tendency and critical‐thinking awareness.Implications for practice and/or policyIt is potentially worth using the motivational model‐based virtual reality approach in professional training to facilitate learners' performances and perceptions.The proposed approach can further analyze and compare the effects of the cooperative learning strategy on learners' performance and recorded learning process. [ABSTRACT FROM AUTHOR]

Intracultural learning emphasises the importance of understanding one's own culture and that of foreign countries; furthermore, it involves sharing relevant opinions with people from around the world and developing an understanding and acceptance of differences. In order to immerse students in foreign countries to experience the cultures and environment, this study used spherical video‐based virtual reality (SVVR) to present authentic contexts. By referring to previous research and the constructivism learning theory, this study proposed the question, observation, and organisation (QOO)‐based SVVR approach. The aim of the proposed approach was to strengthen students' presentation performance, enrich their discussion, and increase their engagement. To investigate the effects of the QOO‐based SVVR approach, a quasi‐experiment was conducted in a cultural course, with a total of 60 high school students from two classes. The experimental group students used the QOO‐based SVVR approach to learn knowledge of world cultures, while the control group students learned with the conventional SVVR approach by observing in the SVVR environment, and then having team discussions and completing worksheets. The findings showed that the QOO‐based SVVR approach significantly enhanced the students' world cultures presentation performance in terms of accuracy, organisation, and relevance. The results showed a significant difference between the different learning approaches regarding acceptance of the use of SVVR. The interview results further indicated that the students learning with the QOO‐based SVVR approach had a greater tendency to learn to make more accurate, organised, and relevant presentations due to the benefits of the graphical learning methods, and to express their thoughts freely. On the other hand, there was no significant difference between the two groups' classroom engagement. Accordingly, discussion of the findings, limitations, and suggestions for future research are provided. Practitioner notesWhat is already known about this topicThe potential of spherical video‐based virtual reality (SVVR) in educational domains has been highlighted by researchers.In the VR‐supported learning process, a proper teaching approach should be considered to guide students to engage in meaningful learning.What this paper addsThe Question, Observation and Organization (QOO)‐based SVVR approach based on constructivism learning theory was proposed to promote students' intracultural learning.The QOO‐based SVVR approach promoted students' world cultures presentation performance in terms of accuracy, organization, and relevance, as well as the acceptance of the use of SVVR.Implications for practice and/or policyThe QOO‐based SVVR approach is a potential approach for teachers to guide students in VR‐supported learning process.The tools utilized in each stage can be replaced by other tools with similar functions for different learning contexts, such as using the repertory grid method in the "Organization" stage for science learning.Future research can integrate the QOO‐based SVVR approach into other teaching modes, such as flipped classrooms or inquiry‐based learning. [ABSTRACT FROM AUTHOR]