This observational study examined how long-term cultural background is associated with differences in cognitive and motor learning within a virtual reality environment. Forty-three healthy university students participated in four days of standardized assessment procedures involving cognitive testing, fine-motor evaluation, and performance on a virtual reality (VR) task. Participants were classified into two pre-existing groups based on long-term cultural exposure: a Home group (lived mainly in their native country) and an Abroad group (lived abroad for at least ten years). All participants completed the same assessment procedures. The study observed natural variations in cognitive performance, motor coordination, and VR learning progression across sessions.

This observational study examined how long-term cultural background is associated with differences in cognitive and motor learning within a virtual reality (VR) environment. The study used a case-control design based on naturally existing groups. Participants were not assigned to conditions. Instead, they were classified into two groups according to their long-term cultural exposure: a Home group (lived primarily in their native country for at least ten years) and an Abroad group (lived abroad for at least ten years).

All participants followed the exact same schedule and attended the study sessions on four fixed days: Monday, Wednesday, Friday, and the following Monday. This controlled scheduling ensured that all participants experienced the same time intervals between sessions, eliminating variability due to inconsistent spacing.

During Day 1, participants completed baseline assessments, including:

CogniFit cognitive battery, evaluating attention, memory, processing speed, and executive functions

Purdue Pegboard Test, assessing fine-motor coordination

IFIS scale (Index of Fit Self-Perception) to assess physical fitness

Cultural Intelligence Scale (CQS) to measure cultural intelligence

After completing the baseline assessments on Day 1, participants performed the standardized VR learning task (Beat Saber).

On Days 2 and 3 (Wednesday and Friday), participants completed only the VR Beat Saber task. These sessions were used to measure progression of visuomotor learning, accuracy, speed, and performance over time.

On Day 4 (the following Monday), participants again completed:

CogniFit cognitive battery

Purdue Pegboard Test

The VR Beat Saber task

Repeating these tests on Day 4 allowed the study to evaluate changes in cognitive performance and motor coordination across the study period, as well as overall VR learning progression.

All procedures and assessments were identical for both groups. The study did not manipulate behavior or deliver interventions; instead, it observed naturally occurring differences in learning and performance across participants with different long-term cultural backgrounds. This design allowed the analysis of how cultural exposure may relate to cognitive adaptation, motor learning, and VR-based task progression. No biospecimens were collected.

Inclusion Criteria:

• Healthy university students aged 17-35
• Lived at least ten years in either their home country (Home group) or abroad (Abroad group)
• Fluent in English
• Normal or corrected-to-normal vision
• Able to use virtual reality headset and controllers
• Provided informed consent

Exclusion Criteria:

• History of neurological or psychiatric disorders
• Severe visual or motor impairment
• Use of medications affecting cognition
• Any condition preventing safe participation in VR tasks

Healthy university students aged 17-35. Participants were divided into two cohorts based on long-term cultural exposure: Home group (lived in their home country for at least ten years) and Abroad group (lived abroad for at least ten years). All participants were fluent in English and completed four days of cognitive assessments and VR gameplay sessions.