# iVRPM: Conceptual Proposal of an Immersive Virtual Reality Pedagogical Model
## 4 Pedagogical Framework Proposal
Source: elaborated by the authors, 2024. (agency), as described in the CAMIL model [3; 5]. Furthermore, it highlights the importance and influence of student involvement in the learning experience. Supported by studies from other authors, [PERSON] et al. [35] describe a dynamic grounded in three pillars: realism, interactivity, and involvement. Specifically, when images and sounds accurately reflect the visual and auditory characteristics perceived by humans, the degree of immersion increases. Another key element is interactivity, which encompasses gestures and exploratory movements performed by the user, as previously discussed. Finally, the authors emphasize the factor of involvement, which, unlike the other pillars, does not depend on device mediation but is an intrinsic property of the experience. This factor aids in capturing the student's attention, impacting their engagement to varying degrees. The iVRPM proposes that the perception of presence and control (agency) in virtual environments is influenced by a dynamic relationship with the student's involvement. According to [PERSON] et al. [4], involvement is defined as a psychological state in which the individual focuses their energy and attention on a set of stimuli or activities. [PERSON] et al. [24] further suggest that involvement results from an active decision by the student to prioritize the virtual world over the physical one. The student's involvement, represented by these actions, enhances the sense of presence and control (agency), while also being reinforced by them, creating a cycle that amplifies the immersive experience. During the process of the systematic review, the absence of a clear classification for educational experiences in immersive environments was identified [8]. This lack of parameters compromises the planning and design of activities, making it difficult to align the complexity of the proposed tasks with the possibilities offered by the environment, or vice versa. As a complementary insight from the literature, the XR ABC framework [33] was identified, presenting a structure to classify experiences in extended reality (XR) environments. The model organizes interactions into three categories: Absorb, Blend, and Create, according to the level of interactivity provided by the environment. These categories reflect different levels of learner involvement, promoting a progressive transition from passive consumer to active creator of content in the educational process. By reflecting on how a potential experience fits into the XR ABC framework, educators and trainers can more clearly identify and define the types of learning outcomes achievable at each level of the framework [36] (p. 5). [PERSON] and [PERSON] [37] highlight various theoretical frameworks that underpin the use of iVR in education. Among them is the four-dimensional framework proposed by [PERSON] et al. [27], which presents components such as learner characteristics, pedagogical methods, representational features, and context, offering a solid foundation for designing and evaluating immersive learning experiences. Additionally, [PERSON] et al. [17] propose the categorization of sensory, actional, narrative, and social attributes, identifying nine essential elements for planning educational practices. Based on this approach, the iVRPM proposed in this study suggests that educational activities planned in an iVR environment can be classified into different levels based on the affordances offered by the environment, particularly interactivity. The evolution of technological devices has played a crucial role in this scenario, enhancing immersive solutions through greater visual fidelity, increased freedom of movement, the use of more intuitive controllers, and advancements in hand tracking. However, as noted by [PERSON] et al. [24], classifying and correlating what is designated as high or low interactivity in empirical studies can be challenging, given that the interaction provided is not always clearly defined and technological advancements are continuous.