This study investigates the role that textbooks, virtual reality (VR), and mixed approaches (i.e., text and VR) can play in the development of the two writing types, summary and argument writing. This study uses hemodynamics as a proxy for learning. Differences in hemodynamic responses during writing tasks were measured across four different pedagogical modalities: VR alone, VR followed by textbook readings, textbook readings followed by VR, and textbook readings alone. Adult students N = 80, recruited from non-science-based higher education programs, responded to two prompts related to content found in the VR environment and discussed in the textbook. The authors hypothesized that exposure to a virtual marine environment prior to writing would enhance the two writing products, when compared with participants who only had access to textbook experiences. Of the four conditions participants exposed to the VR environment then a textbook demonstrated significantly greater hemodynamic response than those who had access to VR alone or text alone.