Negative emotions and gender shape learning gain within a multisen-sory immersive embodied mixed reality experience using MetaQuest3 to teach brain anatomy

Emotions can be embodied and externalized through physical gestures and have a role in associative learning. Emerging mixed reality (MR) solutions offer new embodiment states influencing emotions. This study aims through an-MR-brain-anatomy-game, to assess how virtual embodiment shapes emotional patterns and learning gain and how the emo-tion-learning dynamics (ELD) differ between men (M) and women (W). A brain anatomy lesson was designed using simulation and gamification combined to a 3D virtual brain model accessible with Meta Quest 3 through an embodied avatar. Experiments were performed with Doctoral and Masters’ students from the universities of Pegaso and Frederico II in Naples from March 2025 till April 2025. Evaluation included a pre and posttest assessment and emotional report through the Geneva emotions Wheel. Statistical analysis was performed with Python 3.12.9 and significance threshold was set at P < 0.05. 17 students participated in the study with a predominance of W 70% and a mean age of 27,2. Emotions were affected by gender and education; with interest and love more common in W, and pride in doctoral neuroscience students p <0.05. Emotional co-occurrence patterns in opposite valences in W were balanced and more positive, while for M they were more compartmentalized and neg-ative. Emotions were principally positive after MR. Yet, learning gain was rather linked to negative emotions. ELD also differed by gender and followed opposite directions for some emotions. Emotions in MR learning have more tendency towards positive valences. Yet, this does not ensure the occurrence of a learning gain that can be influenced by education, and gender that shape the ELD.