# iVRPM: Conceptual Proposal of an Immersive Virtual Reality Pedagogical Model
## 4 Pedagogical Framework Proposal
Supported by other authors, [PERSON] and [PERSON] [5] indicate that virtual reality (VR) is characterized as a complex media system capable of providing sensory immersion and sophisticated content representation. Immersion is directly tied to the degree of vividness offered by a system, which is an objective measure of its ability to exclude the outside world. This vividness depends on factors such as the number of senses activated and the quality of the hardware used [21]. The literature commonly distinguishes between high and low immersion: high immersion is generally associated with technologies like HMDs and CAVE environments, while low immersion is linked to devices such as desktop computers or tablets, which offer a reduced ability to exclude the physical environment [5]. However, when considering the application of iVR in the educational context and based on the CAMIL model, which highlights that presence and agency have a direct impact on the learning process, we identified that the traditional classification between high and low immersion may be insufficient to capture the diversity of experiences provided by high-immersion technologies. While high immersion is widely associated with the ability to exclude the physical world and activate multiple senses, as described by [PERSON] and [PERSON] [21], it is necessary to recognize that there are different levels in the combination of immersion and interaction within this category, which offer distinct educational experiences. The proposed subdivision for high-immersion levels aligns with the contributions described by [PERSON] et al. [17], who, based on other authors, emphasize how different sensory stimuli and actions in virtual environments contribute to immersive experiences. According to [PERSON] et al. [17], physical presence, for instance, is induced by sensory stimuli such as 3D graphics, spatial audio, and tactile feedback, which are fundamental elements for creating a meaningful sense of immersion. Furthermore, natural and responsive interactions, which utilize bodily gestures and intuitive movements, enhance agency and user involvement within the virtual environment [1]. As noted by [PERSON] et al. [17], high-immersion technologies like HMDs offer varying levels of sensory integration and interaction, justifying a subdivision within the high-immersion category to better capture the diversity of these experiences. In this context, the iVRPM suggests a classification for immersive experiences using VR headsets and controllers that is organized into three levels (Absorb, Experiential, and Explore) based on the user's ability to control, interact with, and influence the virtual environment. Each level is characterized by distinct features of interactivity, defined by the user's ability to act within the virtual environment. These features take into account factors such as the intuitiveness of interaction, the congruence and significance of the action, and the clarity of actions and their consequences [24]. This concept is further complemented by the sensory and actual elements described by [PERSON] et al. [17], which include aspects such as visual and auditory fidelity, as well as interactivity within the immersive environment. At the **Absorb** level, students' interactions with the virtual environment are limited and minimally responsive, restricted to simple actions such as navigating menus or viewing content by clicking on icons. The environment's feedback is minimal, typically offering only basic visual changes, which facilitates the initial understanding of concepts and general information. At this level, students can observe the virtual environment, follow a predefined path, and look around, but they lack the autonomy to move or interact with objects. Body movement is limited to head movement and button clicks.