Virtual reality (VR) technology has greatly expanded its role in education. It provides immersive experiences that enhance learning across various disciplines. Understanding the role of emotions in technology-based learning environments is crucial for improving educational outcomes. This study aimed to explore how VR environments evoke university students' achievement emotions and how these emotions relate to motivation, cognitive load, and performance. The sample included 135 undergraduate Psychology students. After using the application, they completed a questionnaire assessing their understanding of the content. Additionally, they evaluated the cognitive load of the VR experience and their motivation to engage with it. Finally, they reported their achievement emotions, including three positive emotions (excitement, pride, and hope) and five negative emotions (anxiety, frustration, shame, anger, and boredom). The results showed that VR environments triggered both positive and negative achievement emotions. Enjoyment and anxiety were the most prominent emotions. Motivation and performance significantly provoked positive emotions, while cognitive load strongly correlated with negative emotions, particularly boredom and frustration. The study's findings have significant implications for educational practices and the design of VR-based learning experiences.