Guido Makransky

Guido Makransky


Træffetid: Mandage kl. 9:00-10:00

I am the leader of the Virtual Learning Lab ( 
My main research interests include the areas of Educational Psychology, Work and Organizational Psychology, and Human Computer Interaction. I am particularly interested in research on learning within immersive environments including virtual and augmented reality, multimedia learning, instructional design, motivation, self-efficacy, process measures of learning, presence, training, psychometrics, and psychological and educational measurement.

Aktuel forskning

My current research focuses on understanding the mechanisms of learning and behavior change in immersive learning environments (including but not limited to virtual and augmented reality). In order to take a significant step towards truly understanding how people learn I focus on combining laboratory research with experiments in classrooms using theories from cognitive psychology and modern methodology. At the VR Learning Lab we can assess the learning process by measuring cognitive and emotional activity in real time with measures such as EEG, GSR, and eye tracking. We also collaborate with some of the leading educational technology companies and teachers to investigate how immersive technology influences learning, motivation, and interest in classroom settings. The goal of my research is to develop evidence-based knowledge that can guide instructional designers to develop learning material more optimally, and to inspire further innovative research in this field. For more information see

Selected publications

Makransky, G., Petersen G. B. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): A Theoretical Research-Based Model of Learning in Immersive Virtual Reality. Educational Psychology Review.

Baceviciute S., Terkildsen, T., Makransky, G. (2021). Remediating Learning from Non-immersive to Immersive Media: Using EEG to Investigate the Effects of Environmental Embeddedness on Reading in Virtual Reality.  Computers & Education.

Makransky, G., Andreasen, N. K, Baceviciute S., & Mayer R. M. (2020). Immersive Virtual Reality Increases Liking but Not Learning with a Science Simulation and Generative Learning Strategies Promote Learning in Immersive Virtual Reality. Journal of Educational Psychology

Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction. 60. 225-236.

Makransky, G., Petersen G. B. (2019).  Investigating the process of learning with desktop virtual reality: A structural equation modeling approach. Computers & Education.

Meyer O.A., Omdahl M.K. & Makransky G., (2019). Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment. Computers & Education. doi:

Major grants

2020: Co-pi for grant from EIT Health with Rober Bohm: Communicating Herd Immunity using Virtual Reality to Decrease Vaccine Hesitancy (500.000 Euros)

2019: Grant from Data+: Quantifying Body Ownership in Virtual Reality: Bridging Experimental Psychology and Data Science (1,850,000 DKK)

2017: Grant from Marked Development Fund: Revolutionary science teaching tools based on Virtual Reality (5,000,000 DKK)

2016-2020: Grant from Innovation Fund Denmark: SIPROS: Virtual Laboratory Simulations for Increased Productivity and Occupational Standards in the Biotechnology Industry (23,500,000 DKK)

2014-2017: Grant from Innovation Fund Denmark: Advanced Technology Foundation: Next-generation adaptive medical laboratory simulations based on educational measurement research (9,184,000 DKK).

2014-2016: Grant from Eurostars: Novel technology for automatic detection of emotions for cutting-edge adaptive learning solutions (1,175,000 Euros).


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