Paper
An Investigation of the Relation Between Immersion and Learning Across Three Domains
Authors
Paolo Boffi, Alberto Gallace, Pier Luca Lanzi
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.
Metadata
Related papers
Fractal universe and quantum gravity made simple
Fabio Briscese, Gianluca Calcagni • 2026-03-25
POLY-SIM: Polyglot Speaker Identification with Missing Modality Grand Challenge 2026 Evaluation Plan
Marta Moscati, Muhammad Saad Saeed, Marina Zanoni, Mubashir Noman, Rohan Kuma... • 2026-03-25
LensWalk: Agentic Video Understanding by Planning How You See in Videos
Keliang Li, Yansong Li, Hongze Shen, Mengdi Liu, Hong Chang, Shiguang Shan • 2026-03-25
Orientation Reconstruction of Proteins using Coulomb Explosions
Tomas André, Alfredo Bellisario, Nicusor Timneanu, Carl Caleman • 2026-03-25
The role of spatial context and multitask learning in the detection of organic and conventional farming systems based on Sentinel-2 time series
Jan Hemmerling, Marcel Schwieder, Philippe Rufin, Leon-Friedrich Thomas, Mire... • 2026-03-25
Raw Data (Debug)
{
"raw_xml": "<entry>\n <id>http://arxiv.org/abs/2603.01644v1</id>\n <title>An Investigation of the Relation Between Immersion and Learning Across Three Domains</title>\n <updated>2026-03-02T09:21:01Z</updated>\n <link href='https://arxiv.org/abs/2603.01644v1' rel='alternate' type='text/html'/>\n <link href='https://arxiv.org/pdf/2603.01644v1' rel='related' title='pdf' type='application/pdf'/>\n <summary>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.</summary>\n <category scheme='http://arxiv.org/schemas/atom' term='cs.HC'/>\n <published>2026-03-02T09:21:01Z</published>\n <arxiv:primary_category term='cs.HC'/>\n <author>\n <name>Paolo Boffi</name>\n </author>\n <author>\n <name>Alberto Gallace</name>\n </author>\n <author>\n <name>Pier Luca Lanzi</name>\n </author>\n </entry>"
}