The purpose of this research was to investigate the effects of emotionally resonant videos on transfer of learning for adult learners who take virtual reality (VR) computer-based training (CBT) courses. The intent of this research was to determine if emotion could be used to optimize VR exercises used to support the energy industry. The experimental groups were exposed to CBTs augmented with VR exercises and work-relevant videos designed to arouse an emotional response or CBTs with VR exercises alone. The control group took the same CBT course without VR or videos. A quantitative analysis was performed on data collected from a follow-up quiz delivered three days after completing the course(s). Data from the follow-up quiz and course exams were analyzed to determine if there was greater knowledge retention and, therefore, increased potential for transfer of learning among the experimental groups than the control group. The results found a non-statistically significant relationship between the groups and provided insight into how experience and expertise play a part in memory schema development. [For the full proceedings, see ED673719.]