# iVRPM: Conceptual Proposal of an Immersive Virtual Reality Pedagogical Model
###### Abstract
In the healthcare field, VR has been employed in simulations of medical procedures, such as surgeries, allowing students to practice in a safe and controlled environment before performing procedures in the real world [10]. iVR is a technology that has garnered growing interest and is increasingly used in educational practices, as evidenced by several systematic reviews [7; 8; 10; 11; 12; 13]. Despite its educational potential, many studies on VR neglect the application of theoretical learning foundations in the design and implementation of educational experiences. For example, [PERSON] et al. [10] highlight that, in their review of 38 articles, 68% of the analyzed works made no reference to any learning theory. This reflects the predominantly experimental nature of these technologies, which are often implemented unsystematically and not in alignment with established educational practices [8]. Furthermore, conceptual divergences and limited understanding of the learning process in immersive virtual environments reveal the nascent maturity in understanding the use of iVR and its educational benefits [3; 5; 7; 10]. This theoretical gap, combined with the dispersion and lack of focus observed in research on the subject [14], hinders the planning and optimal use of this technology, which, in some cases, may compromise the development of the learning experience. The absence of consensus regarding the concepts and definitions of the fundamental characteristics of iVR, known as affordances, complicates the analysis of how these properties influence the learning experience. To address this challenge, it is crucial to identify the technological elements involved and understand the subjective perceptions associated with the learning process in virtual environments. In this context, the present study is part of the second phase of a broader investigation aimed at exploring how virtual reality can enhance teaching and learning. The study is structured in phases and iterative cycles, adopting design-based research as a methodological approach. These phases include a systematic literature review [8], for theoretical grounding; development of a pedagogical framework, which is the focus of this article, aiming to guide the creation of immersive educational experiences; and development and validation of an educational prototype, focusing on the practical application and continuous evaluation of the framework for adjustments and refinements. This article does not present the systematic literature review (Phase 1) but, rather, builds upon its findings to develop the pedagogical framework proposed in Phase 2. In this second phase, the objective is to identify and understand the elements that operate in a virtual learning environment, aiming to construct a pedagogical framework that supports the planning of immersive educational experiences. The proposed framework establishes a relationship between the technological characteristics of virtual environments, such as immersion and interaction, and educational objectives, using the revised [PERSON]'s taxonomy [15] as a foundation. By reflecting on the impact of these technological characteristics on the learning process in immersive environments, the study seeks to understand how the perception of presence and agency influences this process [5] and to identify how these perceptions connect to educational goals. Moreover, the framework considers the influence of individual factors, such as student engagement and immersive potential [16], on the immersive educational experience. This approach aims to guide educational practices in higher education, promoting immersive experiences aligned with the affordances offered by iVR.