## 2 Theoretical Background  
VR refers to a computer-generated, three-dimensional environment that enables users to engage with digital content in a highly interactive manner. The cognitive affective model of immersive learning (CAMIL) by [PERSON] and [PERSON] [9] identifies two key elements that are essential for learning in VR: presence and agency. Presence refers to the subjective experience of being there in the virtual environment, which can enhance engagement and emotional investment in the learning process. Agency, on the other hand, describes the degree to which users perceive that they can influence the virtual world through their actions. When learners feel a strong sense of agency, they are more likely to engage in active learning processes, leading to improved comprehension and retention of knowledge. VR's potential for learning is rooted in its ability to create immersive experiences that combine these elements. By fostering presence, learners experience a heightened sense of realism that can enhance their cognitive and emotional responses to educational content. Simultaneously, high levels of agency allow users to experiment, make decisions, and observe the consequences of their actions, which is particularly valuable in training scenariosthat involve complex decision-making or procedural knowledge acquisition [6; 10; 11]. The CAMIL [9] has become a foundational framework for understanding how VR technologies can influence learning outcomes through the dual processes of presence and agency. Empirical studies have supported the model's claim that higher levels of presence and agency can enhance motivation, cognitive engagement, and the transfer of learning [12; 13]. However, while the CAMIL has been successfully applied in multiple experimental studies, most of these focus on short-term interventions or specific learning domains such as science education. There remains a need for further research that examines the model's applicability across diverse educational settings, learner populations, and long-term instructional scenarios. Overall, the CAMIL provides a valuable theoretical foundation, but ongoing research is needed to refine its constructs and evaluate its predictive power in complex, real-world learning environments. VR technology enables the creation of learning experiences that would otherwise be inaccessible due to logistical, financial, or safety constraints, such as practicing social skills in realistic settings, which is especially advantageous for the development of those skills, where repeated practice in authentic environments is crucial [14]. For example, research has shown that VR-based training in communication and leadership skills leads to measurable improvements in real-world interactions [15; 16]. Similarly, VR has been used to train healthcare professionals in patient communication, enabling them to practice sensitive conversations in a risk-free environment [17; 18]. Furthermore, a study by [PERSON] et al. [19] found that VR-based training in classroom management skills, such as classroom organization and student behaviour management, significantly improved student teachers' competency. Moreover, a study by [PERSON] et al. [20] explored the use of AI-driven talking avatars in VR for investigative interviews of children, demonstrating the potential of VR to create realistic and interactive environments for sensitive conversations. These characteristics make VR a powerful tool for education, providing unique learning experiences that are otherwise difficult, too costly, or impractical to achieve through traditional instructional methods. In total, the technological landscape of VR systems is diverse and varies in complexity, ranging from high-end head-mounted displays (HMDs) to more accessible mobile VR solutions. High-end devices, such as Meta Quest or HTC Vive, provide full spatial tracking and realistic rendering, enabling users to move freely and interact naturally within the virtual space.