Developing Immersive Experiential Learning Experiences: Assessing Learning Outcomes

Abstract

This iLEAD contribution evaluates user perceptions of two immersive learning experiences designed as pre-training tools for professional practice in distinct fields of knowledge. The Plating MR application, utilizing mixed reality, was developed to teach plating skills in gastronomy, while the Chain of Custody VR application, using virtual reality, aimed to assess knowledge of forensic digital evidence collection procedures. User perceptions were analyzed regarding engagement, motivation, learning, usability, and cybersickness. Results revealed that both experiences were positively received, with the Chain of Custody VR demonstrating higher consistency in feedback, particularly in realism, user confidence, and minimal cybersickness reports. In contrast, the Plating MR experience faced challenges related to usability and cybersickness, likely due to device limitations, including a restricted field of view and hand tracking issues. These findings align with the Cognitive Affective Model of Immersive Learning (CAMIL), highlighting the importance of presence, agency, and effective design in immersive education. Future studies should include larger participant samples and explore the addition of multiplayer functionalities to enhance collaboration and simulate real-world teamwork dynamics.