2026 12th International Conference of the Immersive Learning Research Network (iLRN) Proceedings - Selected Academic Contributions

The 12th annual International Conference of the Immersive Learning Research Network (iLRN2026) continued to push the boundaries of immersive learning, offering a hybrid experience that combined a virtual campus experience on the iLRN Virtual Campus (powered by ©FrameVR) and CVent meetings in June, followed by on-location events at National and Kapodistrian University of Athens, Athens, Greece.

This year's conference brought together an international community of scholars, practitioners, and innovators to explore the theme of From Plato’s Cave to Open Immersive Societies: Transforming Learning and Knowledge!

We are pleased to present our iLRN2025 Selected Academic papers for the iLRN Proceedings volume, which includes 50 submissions ( 22 Short, 22 Extended Abstracts, and 6 Doctoral Colloquium) contributing insights to immersive learning research and practice across the lifespan. These submissions were peer-reviewed and presented at the 12th annual International Conference of the Immersive Learning Research Network (iLRN2026), and we very much hope you will enjoy reading them.

Authors were required to submit an abstract with well-articulated perspectives on applications of Immersive Learning. Two to four reviewers independently assessed all submissions. All contributions were evaluated in a double-blind review process and checked for plagiarism to ensure authors submitted original work. All authors were given meaningful feedback on their submissions. Reviewing is a volunteer activity and a time-intensive process, and we are grateful to all our reviewers for contributing to our community.

This Selected Academic papers for the iLRN Proceedings volume is part of the Academic Track and is published by iLRN.

Editors

  • Stavros Nikou, University of Strathclyde, Glasgow, UK
  • Tharrenos Bratitsis, University of West Macedonia, Hellenic Scientific Association of Information & Communication Technologies in Education, Greece
  • Genevieve Smith-Nunes, University of Cambridge, UK
  • Daniela Pedrosa, University of Lisbon, Portugal
  • Nuno Dorotea, University of Lisbon, Portugal
  • Tassos Anastasios Mikropoulos, University of Ioannina, Hellenic Scientific Association of Information & Communication Technologies in Education, Greece
  • George Koutromanos, National and Kapodistrian University of Athens, Greece
  • Stylianos Mystakidis, Hellenic Open University, Greece
  • Daphne Economou, University of Westminster, UK
  • Jule Krüger, University of Twente, Netherlands
  • Anasol Peña-Rios, British Telecom Research Labs, UK
  • Jonathon Richter, University of Montana, Missoula, USA

ISBN 979-8-9929916-1-1

DOI 10.56198/S7USI

Copyright ©2026 by the Immersive Learning Research Network. This open-acccess work is published under the Creative Commons Attribution-Sharealike 4.0 International License (CC BY-SA 4.0) (CC BY-NC-SA 4.0). More information on reprints and permissions policies here.

The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. The papers in this publication reflect the authors' opinions. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.

To cite this volume please use the recommended format:

Nikou, S., Bratitsis, T., Smith-Nunes, G., Pedrosa, D., Dorotea, N., Mikropoulos, A., Koutromanos, G., Mystakidis, S., Economou, D., Krüger, J.M., Peña-Rios, A. & Richter, J. (Eds.) (2026). Immersive Learning Research Network. Proceedings of 12th International Conference – Posters & Doctoral Colloquium, iLRN 2026, Online & Athens, Greece, June 27-30, 2026 (in person) & June 28-30, 2026 (Online). Immersive Learning Research Network. ISBN 979-8-9929916-1-1

For more information on the Academic Proceedings please visit https://publications.immersivelrn.org/index.php/academic.

For more information on the Practitioner Proceedings please visit https://publications.immersivelrn.org/index.php/practitioner.

Published: 02-07-2026
Conference Location: Athens Greece

Conference Proceeedings

  • Bridging the Gap Between XR Developers and Educators: Introduction of the PAX Developing Environment

    Celina Khongklad, Marc Krüger, Sander Winters
    DOI: https://doi.org/10.56198/

  • Examining Pre-Service Teachers' Intention to Use Immersive Virtual Reality in the Classroom. Evidence From a UTAUT-2 Approach

    Emmanuel Fokides, Maria Daskalou, Polyxeni Kaimara
    DOI: https://doi.org/10.56198/

  • The Future Possibilities of Mimicking EEG Signals To Generate Flow State in Immersive Educational Games

    Madhesh Vijayasankar, Abraham G. Campbell
    DOI: https://doi.org/10.56198/

  • Immersive Journalism in the Classroom: Enhancing Critical Media Literacy, Engagement, and Ethical Awareness through VR and AR Narratives

    Ioanna Georgia Eskiadi
    DOI: https://doi.org/10.56198/

  • Developing a Shared Understanding of AR Learning and Instruction: Community Workshop and Theory Reflections

    Jule M. Kruger, Josef Buchner, Yiannis Georgiou, Kevin Palzer, Kristin Altmeyer, Zoya Kozlov, Juan Garzon, Eleni Kyza, Daniel Bodemer, Christoph Hoyer, Sarah Hofer, Sarah Malone
    DOI: https://doi.org/10.56198/

  • Comparing the Efficacy of Traditional Methods with Virtual Reality-Based Methods for Teaching the Psychology of Visual Perception

    Penelope White, Sarune Savickaite, David Simmons
    DOI: https://doi.org/10.56198/

  • MESH Model: An Analysis of Roles, Responsibilities, and Dependencies in Student-Powered XR Production

    Rachael Kaye, Hanieh Khaleghian, Skye Lucking, Ed Finn, Robert LiKamWa
    DOI: https://doi.org/10.56198/

  • Exploring the Developer Challenges of Creating Multi-Platform VR Museum Experiences in a Post-Secondary Design Studio

    Anthony Scavarelli, Danielle Cole, Lauren DiVito
    DOI: https://doi.org/10.56198/

  • “Listen to the Whole Story!”: Narrative-Driven Learning in Cultural Spaces Through AR

    Vasiliki Rodopoulou, Eirini Papagiannaki, Angeliki Chrysanthi
    DOI: https://doi.org/10.56198/

  • Audio Design Preferences for Immersive Learning Environments: Comparing Autistic Users’ Preferences with Stakeholder Perceptions

    Gunjan Kumari, Wolfgang Broll
    DOI: https://doi.org/10.56198/

  • On the Impact of Companion Character Customization on Learning Effectiveness in Educational Games

    Georg Arbesser-Rastburg, Hannah Lederer, Saeed Safikhani, Johanna Pirker
    DOI: https://doi.org/10.56198/

  • Guiding the Redesign of a VR-based Photolithography Training from Domain Experts’ Perspective: A Think-Aloud Study

    Shangman Li, Xinhao Xu, Fang Wang , Yupei Duan, Mahmoud Almasri
    DOI: https://doi.org/10.56198/

  • Empowering Girls to Be Our Colleagues: Learning Experience Design Case of Summer Camp Engaging Design Thinking for Extended Reality

    Aleshia Hayes, Debbie Cockerham, Danita Bradshaw-Ward, Erin Howard, Megan McAdams, Taylor Panbamrung
    DOI: https://doi.org/10.56198/

  • Investigating Virtual Simulation of Optic Lab in Physics Education

    Haris Kajtazovic, Hossain Samar Qorbani
    DOI: https://doi.org/10.56198/

  • Exploring Instructional Design Strategies to Optimize Virtual Reality to Improve Teaching and Learning in Higher Education: Systematic Literature Review

    Yao Huang, Brent Greyson, Diana Lopez
    DOI: https://doi.org/10.56198/

  • Moving Beyond the Display Effect: The Role of Student Characteristics in 360° Video-Based Learning Experiences

    Yiannis Georgiou, Markos Souropetsis, Kyriaki Pyrka, Maria Sparsi, Eleni A. Kyza
    DOI: https://doi.org/10.56198/

  • Fostering Conceptual Mathematical Understanding through Multimodal Expression: A Lightboard-Based Distance Learning Intervention in Primary Education

    Eftychia Aslanidou, Georgios P. Heliades
    DOI: https://doi.org/10.56198/

  • Immersive Pedagogy as Historiography: Reframing How Students ‘Know’ the Past through XR

    Athina Papadopoulou
    DOI: https://doi.org/10.56198/

  • WebXR Visualisation of the Aqueducts of the Heraklion-Knossos Area in Crete to facilitate teaching and research

    Abraham G. Campbell , Matéo Allègre, Amanda Kelly, Leo Humphreys Newman
    DOI: https://doi.org/10.56198/

  • Virtual Reality in Language Education: Evidence from a Systematic Review

    Matthias Conrad, Mark Schaermann
    DOI: https://doi.org/10.56198/

  • Tales of Etrya: Resolving Inconsistencies

    Sebastian Penaranda, Juan David Suaza, Deisy Chaves, Maria Trujillo
    DOI: https://doi.org/10.56198/

  • The Role of Avatar Appearance in Shaping EFL Learners’ Willingness to Communicate

    Michiyo Oda, Hitoshi Nishizawa, Luis Gaitan, Yuzu Minase
    DOI: https://doi.org/10.56198/

  • Designing and Evaluating an AI-Enhanced Immersive Multidisciplinary Simulation (AIMS) for Interprofessional Education

    Ruijie Wang, Jie Lu, Bo Pei, Evonne Jones, James Brinson, Timothy Brown
    DOI: https://doi.org/10.56198/

  • Extended Abstract—A Serious Game for Psychedelic Psychotherapy Training for Mental Health Professionals

    Gary Liu, Bill Kapralos, David Chandross
    DOI: https://doi.org/10.56198/

  • Immersive and Embodied Learning in Motor Training: Opportunities and Risks

    Athanasios Vourvopoulos, Serafeim Perdikis
    DOI: https://doi.org/10.56198/

  • Gamification of a virtual reality simulator for learning dental anesthesia

    Allan A. Tori, Romero Tori, Fatima L. S. Nunes
    DOI: https://doi.org/10.56198/

  • Extended Abstract—XR Cognitive Training for Early Dementia: User Reactions and Experiential Insights from a Pilot Study

    Olga Chatzifoti, Christina Chrysanthopoulou
    DOI: https://doi.org/10.56198/

  • Immersing Students in Ecosystems: Expanding Access and Fostering Deep Understanding

    Benjamin P. Colman, Jonathon Richter
    DOI: https://doi.org/10.56198/

  • Scaling Authenticity: Low-Threshold Social VR for Teacher Training and Didactical Practice

    Kathrin Knutzen, Thorsten Ziegler, Ulf Sauerbrey, Wolfgang Broll
    DOI: https://doi.org/10.56198/

  • Immersive Virtual Reality Experiences as a Means to Enhance Character Development: Development of a University Course

    Jennifer Brown Urban, Elliot Hu-Au, Miriam R. Linver, Mirka Feinstein
    DOI: https://doi.org/10.56198/

  • Designing For The Nurturing of New Norms of Social Responsibility With The Socially Responsible Behaviour Through Embodied Thinking (SORBET) Project

    Kenneth Y T Lim, Jie Bin Lok, Ming De Yuen
    DOI: https://doi.org/10.56198/

  • Erasmus+ Project: XR Compass as Evidence-Informed Guidance for the Design, Implementation and Evaluation of Immersive Learning Scenarios

    Benjamin Brandic, Renate Burian, Jure Purgaj
    DOI: https://doi.org/10.56198/

  • Instructor-Created Custom GPTs as Pedagogical Partners Fostering Immersion in Online Higher Education: Two Case Studies

    Dennis Beck, Leonel Morgado
    DOI: https://doi.org/10.56198/

  • Immersive Writing Ecosystems: AI as Co-Regulator in Academic Legal Writing Education

    Marelle Attinger, Hubert Vogten
    DOI: https://doi.org/10.56198/

  • Mapping the Evidence: A Scoping Review on Immersive Learning Media for Decreasing Psychological Distance From Environmental Issues

    Yiannis Georgiou, Andreas Lanitis, Popi Stavroulia
    DOI: https://doi.org/10.56198/

  • An Augmented Reality-Based Proposal for Embodied Spatial Comprehension

    Diego Mauricio Rivera Pinzón, Edward Geovanny García Guerrero
    DOI: https://doi.org/10.56198/

  • Work-in-Progress—Manna DroneVerse Integrating Drones and Immersive Virtual Environments in Education 5.0: Promoting Sustainable Development Goals and Soft Skills

    Jéfer Benedett Dörr, Linnyer Beatrys Ruiz Aylon
    DOI: https://doi.org/10.56198/

  • Virtual Conversational Agent: AI-Mediated Personalized and Autonomous Immersive Learning in Healthcare

    Karen Cardoso, Rafael Reimann Baptista
    DOI: https://doi.org/10.56198/

  • Playing Bias: Epistemic Games for Interpreting Text-to-Image Models

    Amalia Foka
    DOI: https://doi.org/10.56198/

  • Fictional Games Imagined by Real Historians

    Renard Gluzman, Andrea Nanett, Gerassimos D. Pagratis
    DOI: https://doi.org/10.56198/

  • Beyond Killers and Socialisers: Game-Based Learning and Gendered Career Adaptability

    Christine Hoffelner, Albert Düggeli, Christof Nägele
    DOI: https://doi.org/10.56198/

  • Cataloging the World Exhibition: A Living Survey of Physical World Representations in Videogames

    Sercan Şengün, João de Mendonca Salim
    DOI: https://doi.org/10.56198/

  • Immersion From The Onlife Education Perspective: The Cave Project

    Aline Patrícia Sobral dos Santos, Ires Cristina Souza Teixeira, Izabela Soares de Souza, Andrey Guilherme Mendes de Souza, Emanuel Victor de Assis e Azevedo, Hemilly Araújo Costa, Fábia Magali Santos Vieira
    DOI: https://doi.org/10.56198/

  • OnLIFE Education Paradigm: Wearables and Immersion as a Connective-Embodied Experience

    Lisiane Cezar de Oliveira, Eliane Schlemmer
    DOI: https://doi.org/10.56198/

  • Designing Immersive Virtual Environments: Learning Process and Characteristics of Space

    Ivan Souto, António Coelho, Pavel Sidorenko Bautista
    DOI: https://doi.org/10.56198/

  • AR and niVR as Tools for Creativity and Cultural Identity: Evaluating the Educational Role of New Technologies in Shaping Destination Image in Preschool Education

    Antonia Griva, Maria Argyropoulou, Panagiota Vathi-Sarava
    DOI: https://doi.org/10.56198/

  • Civic Becoming in the Age of Simulation: Rethinking Community, Identity, and Democratic Life through XR and AI

    Tracie Yorke
    DOI: https://doi.org/10.56198/

  • CTRL+Story / Developing Configuration Literacy for Human-AI Collaboration in XR

    Daniel Fallshaw
    DOI: https://doi.org/10.56198/

  • Designing Narrative Games to Foster Empathy Toward Neurodivergent Persons: A Case Study of The Things Left Behind

    Lanxin Xue , Noah Glaser
    DOI: https://doi.org/10.56198/

  • What Makes Actions Matter in Virtual Reality? Examining the Effects of Conceptual Congruence and Sensorimotor Engagement on Geometric Reasoning

    Doy Kim, Chenny Kim, Mitchell J. Nathan
    DOI: https://doi.org/10.56198/

  • Exploring the Applicability of Embodied Conversational Agents for Second Language Learning: A Sociocultural Theory Perspective

    Daeun Han, Jeeheon Ryu
    DOI: https://doi.org/10.56198/

  • Measuring Decision-Making Competence in Immersive Cybersecurity Training: A Telemetry-Based Virtual Reality Incident Triage Study

    Chad Alessi
    DOI: https://doi.org/10.56198/

  • The Role of Haptic Feedback in Modulating Task Load in Immersive Learning Environments

    Suhyun Ki, Yeonjik Joe, Jeeheon Ryu
    DOI: https://doi.org/10.56198/

  • Towards Inclusive XR-based History Education: Doctoral Research Design and Methodology

    Athina Papadopoulou, Ioannis Kazanidis
    DOI: https://doi.org/10.56198/