An Investigation of the Relation Between Immersion and Learning Across Three Domains

2026-03-02

AI Summary

This study investigates how immersive virtual reality (VR) can effectively support learning across multiple domains by implementing the Cognitive-Affective Model of Immersive Learning (CAMIL) in three educational contexts: cultural heritage, environmental awareness, and high school physics. The research developed VR applications for each domain and employed a unified evaluation protocol, combining controlled laboratory studies with real-world classroom deployments to systematically compare VR interventions against control conditions in terms of learning outcomes, user experience, and technology acceptance. As the first cross-domain empirical validation of the CAMIL framework, the project found that VR significantly enhanced presence, user experience, and acceptance, yet yielded no significant difference in immediate learning gains compared to controls. These findings inform practical design guidelines and optimization strategies for integrating immersive VR into educational practice.

Technology Category

• Cognitive Modeling & Cognitive Systems: Applications
• Application Domains: Humanities & Computational Social Science
• Humans and AI: Game Design — Virtual Humans, NPCs and Autonomous Characters

Application Category

• Search and Retrieval-Augmented AI: Vertical and domain-specific search
• User Modeling, Personalization and Recommendation: Practical large-scale studies of user experience
• Systems and Infrastructure for Web, Mobile and WoT: Web applications in cross-disciplinary domains and verticals such as mixed reality, smart cities, and digital health

Abstract

We investigate the relationship between immersion and learning across three domains (cultural heritage, environmental awareness, and high school physics) through the lens of the Cognitive Affective Model of Immersive Learning (CAMIL) framework. We present three applications we developed for this investigation, highlighting their shared design elements and domain-specific mechanics. Using a common evaluation protocol across lab studies and a classroom deployment, we assessed learning outcomes, user experience, technology acceptance, presence/embodiment, and cybersickness. Our results show that immersive virtual reality led to higher scores for presence, user experience, and technology acceptance. In contrast, learning outcomes were mixed. In immediate post-test evaluations, factual knowledge scores were comparable between immersive virtual reality and control groups. In the end, we synthesize design guidelines that outline when immersive virtual reality might be most beneficial in didactic contexts, and we provide CAMIL-informed recommendations and strategies to improve learning outcomes and overall experiential quality.

Problem

• immersion
• learning
• virtual reality
• CAMIL
• educational technology

Innovation

• Immersive Virtual Reality
• Cognitive Affective Model of Immersive Learning
• Learning Outcomes
• Presence
• Design Guidelines