Immersive Learning Research - Practitioner
The Immersive Learning Research Network promotes opportunities for the emerging immersive learning professional community to collaborate and create the future of immersive learning and planting seeds of innovation locally in the education, technology, and entertainment sectors.
The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network. Copyright Information Privacy Statement Publications Ethics and Malpractice Statement Contact: publications@immersivelrn.org
Virtual Reality Museums: Redefining Engagement and Understanding in Cultural Heritage
This study explores the paradigm-shifting impact of Virtual Reality (VR) on museum experience design, using the banjo’s rich history as a case study to explore these benefits, especially in regards to understanding and empathizing with African-American culture throughout time. This VR museum’s design model not only enhances visitor engagement through interactive 3D models, videos, and virtual explorations, but also transcends the limitations of physical space, making the museum experience accessible to a global audience, so long as they have access to a VR headset. Our findings indicate that the educational quality of the VR museum matches—and in some aspects surpasses—that of traditional museums by providing immersive, interactive learning environments where visitors can deeply engage with the cultural and historical narratives of the banjo. Additionally, VR facilitates the easy customization and updating of exhibits, allowing for content that remains current and relevant. Most importantly, the VR setting offers a sensitive platform for presenting emotionally charged content, such as the banjo’s connections to slavery and African American history, fostering a deeper cultural connection and understanding. This study demonstrates that VR technology can significantly transform museum experiences, making them more inclusive, educational, and emotionally engaging, thus redefining the standard museum design paradigm. While VR headsets are not yet widely accessible due to socioeconomic factors, addressing this challenge is beyond the scope of this paper.
Immersive Technologies, XR and AI for Education
Content and AI Integrated Learning in Language Teaching for Enhanced AI Literacy
The rapid advancement of artificial intelligence (AI) has created an urgent demand for widespread AI literacy, empowering individuals to navigate an increasingly AI-driven world with ethical awareness and critical thinking. However, existing AI curricula often emphasize technical understanding and coding skills, neglecting the integration of AI literacy into broader educational contexts. This study introduces Content and AI Integrated Learning (CAIIL), a novel pedagogical framework that adapts principles from Content and Language Integrated Learning (CLIL) and content-based education to modern AI education. CAIIL enables students to acquire AI knowledge and skills while learning traditional academic subjects such as mathematics, science, and the humanities.Using language teaching as a case study, the research demonstrates how integrating AI concepts into subject-specific learning fosters interdisciplinary knowledge, enhancing students’ understanding of both core disciplines and AI fundamentals. Through this approach, learners develop critical competencies such as data analysis, critical thinking, and ethical AI application, preparing them for success in a technology-driven future. By promoting a holistic understanding of AI within diverse academic contexts, CAIIL equips students to apply AI effectively and responsibly across a wide range of fields to achieve immersive learning.
AI-Powered Learning Dashboard with Multimodal Metrics for Embodied Performance in XR Training Simulation
The growing adoption of XR-based simulations in educational settings has highlighted the need for intelligent systems to monitor, predict, and visualize learners' experiences in real-time. This paper presents the design and implementation of a Real-Time Intelligent Monitoring System (RTIMS) for XR Learning that predicts learners' Quality of Experience (QoE) by analyzing cognitive, affective, and behavior data collected during XR-based simulation learning. The system leverages 14 sets of multi-dimensional data from HoloLens 2, including head and hand positions and pupil size measurements captured via NEON eye-tracking glasses. Using the RTIMS, cognitive (e.g., attention, task load), affective (e.g., self-efficacy, learning satisfaction), and behavioral (e.g., task accuracy, completion time) domain data were gathered through controlled experiments and used to train deep learning models. The RTIMS predicted QoE scores and generated a Learning Effectiveness Index (LEI), visualized in a real-time dashboard, enabling continuous monitoring and predictive insights into learners' learning quality progress. This research lays the groundwork for advancing XR-based learning by enhancing learner monitoring through QoE prediction, improving instructional adaptability, and fostering high quality learning experiences.
Copyright (c) 2025 Jeeheon Ryu, Eunbyul Yang, Kukhyeon Kim, Jong-Bae Lee, Beom-Ryeol Lee, Wookho Son
Transforming Higher Education Through Virtual Reality: Implementation, Faculty Engagement, and Pedagogical Impact
The integration of virtual and augmented reality (VR/AR) technologies in higher education has gained significant momentum, driven by advancements in immersive learning and institutional investments in emerging technologies. At Southern Utah University (SUU), the establishment of a dedicated virtual reality sector became a strategic priority following the award of a substantial grant. This paper examines the systematic development and implementation of a comprehensive extended reality (XR) program within a university setting, detailing the structured approach undertaken at SUU. Key components of the initiative include the creation of an Innovation Studio, the establishment of an agnostic VR/AR classroom, the formation of a faculty XR cohort to encourage interdisciplinary adoption, and the launch of a national conference—the XR Southern Summit—to promote collaboration among educators, industry leaders, and researchers. This study provides an analysis of implementation strategies, curriculum integration, faculty engagement, and technological infrastructure development. Additionally, it outlines assessment strategies designed to measure the program’s impact on student learning and engagement. The discussion also addresses challenges and opportunities, including funding allocation, faculty training, scalability, and long-term sustainability. This paper serves as a framework for institutions seeking to establish or expand immersive learning programs. It highlights the potential of extended reality to enhance pedagogical approaches and experiential learning in higher education.
Immersive Approaches to Medieval Iberia: an Example of Effective and Accessible Integration of XR in a University Course
The greatest barrier to adoption of immersive media in education today is the challenge of bringing XR resources into the classroom in an accessible and practical way. Immersive Approaches to Medieval Iberia is an on-going collaborative project designed to integrate immersive media into a course about the literature of the Iberian Peninsula, ca. 900-1500 – a period rich in cultural exchange between Islamic, Jewish and Christian cultures. Using a combination of free resources (3D models, 360° photos/videos, VR) and purpose-built assets, the students experienced the objects and places from this remote time and place in VR, and collaborated on a virtual exhibition of historic objects. The students, many of whom are first-generation college students from low-income families, described the experience as “transformative” and “life-changing.”
Copyright (c) 2025 Guendalina Ajello Mahler, Jesus-David Jerez-Gómez
Implementation of Virtual Reality in Teacher Training: A Case Study with VRChat and Oculus Quest 2
The growing adoption of immersive learning technologies, such as Virtual Reality (VR), demands a transformation in lesson planning and pedagogical practices. In this case study, 13 teachers enrolled as students in the Digital Resources in Education Master's program at the School of Education of the Santarém Polytechnic University, Portugal, participated in a practical VR experience as part of the Digital Resources II course. During the activity, participants explored learning scenarios in VRChat using Oculus Quest 2. The primary objectives were to provide teachers with hands-on experience in VR, enable them to design VR-integrated lesson plans based on instructional design principles, and facilitate critical reflection on the pedagogical implications of VR.
Copyright (c) 2025 Maria Castelhano, Daniela Pedrosa, Leonel Morgado, Inês Messias
Development of XR Simulation for Geography Learning Based on LXD
This iLEAD paper aimed to design and develop an extended reality (XR) learning environment based on Learning Experience Design to enhance learners’ understanding. Recognizing the importance of aligning XR environments with educational theories for effective implementation, this study employed a Learning Experience Design approach, addressing the cognitive, emotional, behavioral, and technical aspects of learning. The focus was on geographic content, specifically Köppen’s climate classification of the environment, aimed at enhancing understanding through physical interactive learning. This study demonstrates how this XR simulation was designed and developed to improve learners’ interactive learning experiences with virtual objects. It emphasizes the significance of incorporating educational theories into XR design to optimize learning outcomes and proposes future research focused on various learning experiences.
Copyright (c) 2025 Kukhyeon Kim, Jeeheon Ryu
Augmenting the Learning Experience: The ALEX Framework from Affordances to Implementation
This practice-based, inclusive design and creative technology innovation research entitled “Augmenting the Learning Experience: The A L E X Implementation Framework for Higher Business Education: From Affordances to Implementation” investigates and measures the effectiveness and impact of novel, innovative, immersive augmented reality (AR) enhanced curriculum design on higher education business students’ learning experience. This research utilised a mixed-method research approach, sampling, testing, and measuring data from research participants enrolled in selected undergraduate business modules at a leading university in Ireland. Research findings provide sufficient empirical evidence, deeming this project’s proposed novel learning approach utilising AR-enhanced learning experiences as educationally significant. Hence, it can be regarded as an optimum tool to enrich learning experiences in higher business education.
Copyright (c) 2025 Matt Glowatz, Eleni Mangina
Studio Xplorer: A VR Learning Tool for XR Onboarding
Studio Xplorer is a virtual reality (VR) learning tool designed to lower barriers to entry for new XR users and introduce them to Studio X, the University of Rochester Libraries’ hub for extended reality (XR). Rooted in Studio X’s mission to make XR accessible, the project began as an undergraduate fellowship and evolved into a collaborative effort involving staff, students, and faculty. The application features a digital twin of Studio X and uses a playful escape room experience to teach users how to operate VR headsets, navigate XR environments, and explore Studio X’s resources. Over two years, Studio Xplorer progressed from concept to working demo, requiring a multidisciplinary team, diverse skill sets, and resources including software tools, technical expertise, and creative design. This presentation will share the inspiration behind Studio Xplorer, its alignment with Studio X’s mission, and its iterative development process. I will discuss the timeline, the roles of the project team, and the resources and skills needed to bring the project to life. Additionally, I will share insights into the ongoing assessment of Studio Xplorer, focusing on its effectiveness as a learning tool and its role in fostering equitable access to XR. By highlighting the challenges and successes of this project, this presentation aims to inspire the development of impactful tools for XR education.
Ethics in Immersion: XR and the Synthetic Data Dance Revolution
This work in progress (WiP) paper is exploring immersive learning approaches within computing education, focusing on synthetic data (SD) generation, data ethics, biometrics for extended reality (XR). Using Google Colab™ with SynthDataVault this platform serves as both a practical tool for SD creation and an interactive teaching environment. With AR Ballet biometric datasets, students engage with SD generation concepts while critically examining ethical implications surrounding body-related data. The core educational objectives include developing AI competencies, applying SD within XR, fostering ethical awareness, and promoting interdisciplinary learning between computing and the arts. This approach integrates theoretical understanding with hands-on experience, addressing challenges such as differential privacy and algorithmic bias. Future stages will refine SD processes, enhance XR applications, and further explore the ethical dimensions of biometric data synthesis. By integrating technical and ethical considerations, the project aims to enhance computing education through cross-disciplinary, real-world creative and technical applications.
Copyright (c) 2025 Genevieve Smith-Nunes , Alex Shaw
Immersive Simulations for Skill Learning: an Interactive Workshop
This workshop highlights leading-edge design-based research on immersive simulations for learning. The capability of VR, MUVE, and MR interfaces to foster psychological immersion enables technology-intensive educational experiences that draw on a powerful pedagogy: “Situated” learning takes place in the same or a similar context to that in which it is later applied, and the setting itself fosters tacit skills through experience and modeling. Three exemplary illustrations of immersive simulations are described. First, immersive training systems have shown promise for using virtual simulations to enhance negotiation skills development, including conversational skills and knowledge as well as self-efficacy. Second, game-based learning environments can provide immersive simulated experiences in which learners engage in situated challenges, motivating players learn and practice tasks within the game world. Third, mixed reality simulation (MRS), operated by a human simulation specialist who puppets avatars in virtual environments, offer new opportunities for educators to learn and practice teaching techniques in a consequence-free classroom.
Navigating Grand Challenges: Immersive Learning & Global Solutions
Copyright (c) 2025 Chris Dede, Ashley Etemadi, Shari Metcalf
“Tales of Peso da Régua: The Enigma of the Ancient Vines” Connection between Peso da Régua and Bento Gonçalves through an Immersive Experience in Cibricity
This work to present the practice of an Immersive Experience in Cibricity (IEC), titled “Tales of Peso da Régua: The Enigma of the Ancient Vines”, that was developed in the context of an international event, which happened in a hybrid format, mixing activities in the physical face-to-face space, in the city of Peso da Régua, in Portugal, and in digital environments. In this sense, the following question emerged: How did IEC enable participants of Bento Gonçalves to get to know different aspects of the Portuguese city of Peso da Régua, as well as establish cultural connections with their own city in Brazil? This immersive experience hybridized physical spaces with digital spaces co-created in the Spatial Metaverse, through an engaging gamified narrative with the presence of historical and fictional characters who led participants throughout the missions. The research utilizes the rECOnnective cartographic research-intervention method, which emphasizes that knowledge production is not solely a human activity but involves an ecology connecting humans and non-humans. As results, the work points out clues that can inspire other possible immersive pedagogical practices in cibricity, highlighting a new way of teaching and learning in the present time
Immersive learning across Latin America: state of research, use cases and projects
Copyright (c) 2025 Natália Sitnievski, Eliane Schlemmer
Developing Immersive Experiential Learning Experiences: Assessing Learning Outcomes
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.
Cognitive Affective Model of Immersive Learning (CAMIL)
Copyright (c) 2025 Cinthia B. Spricigo, Felipe C. E. Silva, Renato F. Godinho, Bruno R. Batista, Carmen L. S. Abourihan, Ivan C. Quadros, Joelson B. Ferreira
Educational Virtual Tours: Creating Immersive and Interactive Tours to Support the Teaching and Learning Process
This iLEAD study presents a design and development methodology for creating virtual tours with the aim of supporting the teaching and learning process of undergraduate students at our university. These tours are created to foster interactivity and immersion, enriching educational experiences across diverse fields such as medicine, music production, and engineering. We propose a seven-stage design process for developing tours, which includes stages such as project evaluation, production, and final documentation, ensuring the tours meet specific educational objectives. During the production stage, some tours are created using simple navigation and interaction tools commercially available, effectively meeting basic needs. Driven by the demand for more personalized interactions, we developed a proprietary solution that incorporates audiovisual elements, interactive quizzes, structured navigation, student’s evaluation and feedback, and the use of VR. Furthermore, we integrated immersion dimension analysis, considering system, narrative, and challenge aspects, with the intention of optimizing the effectiveness of the tours in supporting the teacher’s learning objectives.
Copyright (c) 2025 Claudio Carvilhe, Cinthia Bittencourt Spricigo, Tiago Jonathan de Deus Souza, Joelson Barbosa Ferreira, Matheus de Lima Goedert, José Geraldo Lopes de Noronha Filho
Social VR in Education: Transforming Learning Through Immersive Collaboration
Social virtual reality (social VR) is transforming education by integrating immersive technology with real-time collaboration in shared virtual spaces. Unlike traditional VR, social VR supports social constructivism through dynamic interactions, allowing students to engage in both verbal and non-verbal communication, fostering deeper connections and enhancing learning outcomes. This paper examines the pedagogical applications of social VR, highlighting how it encourages collaboration, active learning, and inclusivity. Key topics include the pedagogical uses, the perception of avatars in shaping identity and interaction, emerging trends like AI-driven personalization, exploring social VR, and future advancements in social VR. This paper discusses examples from ongoing projects to potential developments for classroom use at all levels.
Self and Co-regulated Learning with Immersive Learning Environments (SCILE)
Virtual Interaction on Concept Learning for Construction Safety Training
This study aims to design and develop extended reality (XR) content to enhance concept learning for construction safety training. Given the increasing importance of safety education for construction site workers, understanding and adhering to the proper use of personal protective equipment (PPE) is essential for maintaining health and safety standards on construction sites. This study focuses on creating an XR-based training program that simulates realistic construction scenarios and provides a structured learning process across four phases: task presentation, risk evaluation, PPE application, feedback, and results. The program incorporates a physical mannequin to enable embodied interaction, allowing learners to physically place virtual PPE while observing its real-time application. Combining theoretical principles with practical implementation in the proposed program fosters learners’ engagement and improves workers' ability to evaluate risks, make informed decisions, and apply safety concepts effectively in a controlled and interactive environment.
Workforce Development & Industry Training (WDIT)
Copyright (c) 2025 Huiryeong Kang, Eunbyul Yang, Seungho Choe, Jeeheon Ryu
Special Session—What Needs to Change in Research on XR in Environmental Education? An Interdisciplinary Panel and Community Discussion Session
XR technology is increasingly being used in environmental, sustainability, and nature education, promising immersion, agency and engagement for learners. Applications of XR in the field have used many different technologies, approaches, and methods and have provided a number of outcomes concerning knowledge, attitudes, and behaviors. However, in a systematic review of the field, identifying the characteristics of the research studies, many gaps were found. This participatory special session at iLRN2025 combines a panel and community discussion session in order to discuss these review results, including the state of the art of the research field, gaps in the field, and potential ways to address them in future research, development, and on a policy level. To start the discussion through a panel discussion, researchers from the iLRN community who were involved in the systematic review and do relevant research and application in the field will be invited to participate. In the next step, the discussion will be given over to the community, to hear more voices and perspectives on the issues. In the final outcome of the session, the participants will come together to collect questions for research on XR-based environmental education, leading to the co-creation of a foundation for future studies, developments and applications.
Copyright (c) 2025 Jule M Krüger, K. Rende Mendoza, Noah Glaser, Mohan Yang, Kimberly Moeller
RedCAP + Unity = Immersive Data Collection. Developing a Stealth Spatial Watershed Map Learning Task in VR
This iLEAD paper presents the design of an immersive learning experience integrating REDCap, a secure research data management platform, with Unity, a leading game engine, to create a spatial watershed map task in virtual reality (VR). The project introduces an innovative "stealth" data collection methodology, seamlessly embedding assessment tools and measures into the VR environment without disrupting user engagement. Players interact with a GIS-based watershed map as part of a narrative-driven experience, while contributing to data collection. Key design elements include dynamic visual feedback, and user-centered map interaction mechanics, such as selectable landmarks with drop-down lists. By aligning immersive storytelling with rigorous data collection, the design enables authentic and real-time assessment of spatial knowledge acquisition. Initial testing highlights usability for first-time VR users across diverse age groups, showcasing the potential for designing immersive, data-rich educational tools that blend research with compelling virtual experiences.
Copyright (c) 2025 Robson Araujo-Junior, Al Bodzin, Thi Tran, Tom Hammond, Zilong Pan
iLRN 2025 Practitioners Proceedings - Table of contents
iLRN 2025 Practitioners Proceedings - Authors Index
iLRN 2025 Practitioners Proceedings - Awards
iLRN 2025 Practitioners Proceedings - Sponsors
iLRN 2025 Practitioners Proceedings - Keynotes and Plenaries
iLRN 2025 Practitioners Proceedings - Scientific Committee
iLRN 2025 Practitioners Proceedings - Conference Organization
iLRN 2025 Practitioners Proceedings - Preface
iLRN 2025 Practitioner Proceedings Copyright Notice
iLRN 2025 Practitioner Proceedings Title Page
iLRN 2025 Practitioner Proceedings Front Cover
How Healthy Are Our Streams and River? - Initial Headset VR Prototype Functionality with GIS
How Healthy Are Our Streams and Rivers is a GIS-based immersive learning experience using virtual reality (VR) to explore water quality in the Lehigh River watershed. This project enables learners to analyze water quality data through interactive virtual macroinvertebrate surveys at four distinct tributary locations. The game is designed to enhance spatial understandings of the watershed while promoting environmental literacy by incorporating GIS capabilities within the Unity 3D real-time development game engine. Players assess water quality health with virtual macroinvertebrate surveys, examine anthropogenic impacts, and explore remediation strategies. The project uses the ArcGIS SDK for players to interact with offline geospatial data layers in a VR environment, while overcoming challenges such as limited network connectivity common in non-formal education settings. We present our initial prototype development with a primary focus on the GIS functionality within the Unity environment. This iLEAD paper describes the learning experiences and its conceptual understandings, and our initially developed GIS functionalities for immersive learning with a water quality investigation in a Unity-developed headset VR environment.
Copyright (c) 2025 Alec Bodzin, Robson Araujo-Junior, Thomas Hammond, Zilong Pan, Madix Marlatt, Zaara Yakub, Titus Whang, Henry Granberry, Robert Neitz, Lauren Forster