## 1 Introduction
### Theoretical Factors  
Virtual education utilizes a set of systems, including hardware and software, that provide an immersive environment or a \"sensory illusion\" to feel present in a different environment [32]. In virtual education, immersion, learners' perceptions, presence, and interactive activities are known as critical factors. The quality level of these factors, including immersion and interactivity, are related to technological attributes of the utilised technology such as digital images/videos, the display resolution, and other associated gadgets [32]. [PERSON] et al. [33] suggests a set of factors that may increase users' satisfaction of a virtual reality module, including presence, motivation, virtual features, cognitive benefits, usability, reflective thinking. Some factors that are related to the technology acceptance model include usefulness and usability [34; 35; 36]. However, some other factors that are related to psychological aspects of learning, such as motivation, may enhance the effectiveness of learning and are usually considered in virtual learning tools. [PERSON] et al. [33] also discuss that the cognitive factors are also important since they enhance understanding and memoriation of the learning subjects in the virtual environment. Memorisation increases the ability of students to recall events, facts, or definitions. [PERSON] et al. [32] discussed that 'immersion, presence, and interactivity' should be considered in technology design as core characteristics of the virtual module. From a psychological perspective, immersion refers to a state that the student feels isolated from the senses of being in the real world [32]. The literature discusses different factors that can be used for measuring students' experience of using newer technologies and predicting technology acceptance [37; 38]. [PERSON] et al. [39] examined four principal measures of presence, such as feeling'real','relaxed', 'comfortable', and 'anxious', while using the VR, before experiencing magnetic resonance imaging technology in medicine. They found that the VR experience improves participants' experiences before a potentially stressful use of the imaging examination. There are many published papers concerning sickness due to the use of VR applications. [PERSON] et al. [40] developed a motion sickness metric for a successful VR implementation such as discomfort, fatigue, eye strain, difficulty in focus, headache, blurry vision, dizziness, head fullness, and vertigo. The literature also presents the significance of tools or instructions to help students by enriching learning tasks, activities, and also with relevant experiences [41] (p. 3). However, this might be time-consuming and difficult to help students in large classes. A key component of providing active learning experiences in the classroom is that students need to be prepared for active engagement in the class [42] (p. 369). The flipped classroom is a change in the sequence in which activities are done by which students interact with the course materials [1]. In the flipped classroom, students preview the course materials before class so that they can do a part of their homework and other learning activities in class (workshop) [1]. As explained by [PERSON] [43] (p. 113), core lesson materials can be available to students before class, including digital content and short videos. Preparing students before class or supporting them after class one by one is not easily possible in large classes. The purpose of this paper is to offer novel virtual technologies that potentially can be useful for online education and suitable to various class sizes and different teaching philosophies such as flipped classroom, blended learning, role-play learning, formative or summative approaches. In particular, the current studies also investigate the positive and negative aspects of group project assessment and report that it is not possible to estimate the students' contribution to the main work accurately.