# iVRPM: Conceptual Proposal of an Immersive Virtual Reality Pedagogical Model
## 4 Pedagogical Framework Proposal  
The educational experience with iVR is influenced by the format of the VR experience [24], including technological attributes that encompass both the devices (VR headsets) and the specific applications that support immersion and interactivity in educational practice. The study by [PERSON] et al. [3] examines the relationship between learning objectives and the immersive experience investigated, highlighting that the pathways to learning can vary significantly depending on the type of knowledge or skill to be acquired. For instance, in their study, if the objective of the lesson was to teach a procedure, such as operating a specific piece of equipment, it is possible that learning-influencing variables, such as the sense of presence and the sense of control (agency), would have different levels of impact on students' perception and learning. It is believed that these variables may affect the acquisition of practical procedures differently than declarative knowledge. Figure 1: Schematic representation of the research methodological design. Design-based research as an ongoing process of innovation adapted from [PERSON] [32] (p. 9). The planning of educational activities should align the complexity of tasks with the interaction possibilities offered by the environment, the knowledge to be acquired, and the students' skills in effectively using iVR. This alignment should begin with a process of profiling and modeling the learner and their needs, ensuring a close match between the proposed learning activities and the expected outcomes [27]. Additionally, it is essential to combine elements such as sensory-motor engagement, gestural congruence, and a sense of immersion in the learner [34]. \"A bodily representation (whether anatomically correct or not) and the ability to control that representation are important for experiencing Control (Agency) in immersive environments\" [5] (p. 944). Similarly, the sense of presence and control (agency) play a crucial role in the iVR experience, directly influencing student involvement and their connection with the environment, which, in turn, also impacts the design of the educational practices to be planned. An organizational diagram, as shown in Figure 2, presents the different elements that characterize the proposed framework. The proposed pedagogical framework, iVRPM (immersive virtual reality pedagogical model), was inspired by and based on two models, the cognitive affective model of immersive learning (CAMIL) [5] and the XR ABC framework [33], as well as on theoretical and empirical insights obtained during the systematic literature review [8]. The CAMIL model consolidates research evidence that helps to understand how learning in VR environments is shaped by the interplay between instructional methods and the technological characteristics of this medium. The model suggests that educational effectiveness depends on the alignment between instructional design and technological features, as well as the ability to leverage iVR affordances, such as presence (\"the feeling of being there\") and agency (\"the ability to generate and control actions to influence events\"). These elements are directly influenced by the technological factors of immersion and interaction provided by the technology. Additionally, the CAMIL emphasizes the importance of considering students' emotional, motivational, and cognitive aspects to optimize learning outcomes. Building on the CAMIL model, the iVRPM establishes a positive relationship between the technological characteristics of immersion and interaction, emphasizing the combination of fidelity (realism) and the interactive capabilities of the immersive environment in constructing a sense of presence. The framework also proposes a positive relationship between the technological characteristic of interaction, particularly in terms of the alignment between user movements and environmental feedback, in fostering the sense of control  
Figure 2: Pedagogical framework—iVRPM: immersive virtual reality pedagogical model.