Leonhardt, ThiemoLilienthal, LaneaBaberowski, DavidBergner, NadineRöpke, RenéSchroeder, Ulrik2023-08-302023-08-302023978-3-88579-732-6https://dl.gi.de/handle/20.500.12116/42191While learning applications such as driving simulations aim for the most realistic experience possible, learning in other applications can be hindered by unintentional distractions. Similarly, VR learning applications with a high sense of presence address the learner's attention as well as the emotional component of learning. A high sense of presence can also evoke negative feelings in learners due to the emotional component and thus hinder the learning process. With this tension in mind, this paper analyses two different VR learning applications. The results show no effect of abstract visualization in contrast to realistic, high visualization on user preference and usability between both applications with constant high presence.enVisualizationPresenceVRLearningText/Conference Paper10.18420/delfi2023-311617-5468