# iVRPM: Conceptual Proposal of an Immersive Virtual Reality Pedagogical Model
## 4 Pedagogical Framework Proposal
Examples of tasks include viewing specific content or navigating virtual environments without significant actions, where students can explore a 360\({}^{\circ}\) video for a virtual visit to historical sites, such as museums or archaeological locations, gaining a visual understanding of the content without direct interaction. Another example is observing scientific visualizations, such as the functioning of natural systems or chemical processes, by illustratively following the phenomenon. At the **Experiential** level, students have greater control over the environment, enabling them to perform actions that significantly impact the virtual space, albeit within predefined limits. Here, the focus is on manipulating objects, such as rotating, moving, or exploring interactive simulations. The environment's feedback becomes more dynamic, allowing students to perceive the relationship between their actions and the outcomes, fostering practical experimentation, and promoting the application and analysis of content. Some degree of physical movement is expected for completing the learning tasks. Examples of tasks include handling 3D objects, exploring simulations, and making detailed adjustments, where students can manipulate three-dimensional models, such as virtually rotating and exploring organs and body systems in biology classes, deepening their understanding of anatomical structures. Another possibility is participating in practical simulations in contextualized scenarios, such as training for building evacuation during emergencies, where they follow a sequence of actions to safely complete the task. At the **Explore** level, students gain full freedom to interact with the virtual environment, being able to create or modify objects and the environment itself in real time. Whole-body movement is natural, coordinated, and precise to carry out the learning tasks. Interactions are more complex and intuitive, providing immediate and consistent feedback. This level encourages creativity, reflection, and autonomy, allowing students to develop new ideas, collaborate on projects or networked activities, and tackle complex challenges. Task examples at this level involve high interactivity, creating a direct connection between the students' actions and observed outcomes, fostering creativity, reflection, and solving complex problems. For instance, students can create three-dimensional prototypes to solve engineering challenges, adjusting shapes and structures in the virtual environment. Another possibility is collaborating with peers on a design project, where they work together to develop creative solutions in real-time, promoting teamwork and innovative thinking. Table 1 presents the proposed subdivision of immersive learning experiences into three categories: Absorb, Experiential, and Explore. It outlines the interaction characteristics, feedback mechanisms, and examples of tasks associated with each level. This structured representation highlights the distinctions between the levels and their relationship with the affordances of immersive virtual environments, connecting these characteristics to their application in educational contexts. By identifying the level of interactivity in the immersive experience, educators can align educational objectives with the technological characteristics of the environment. This