# iVRPM: Conceptual Proposal of an Immersive Virtual Reality Pedagogical Model
###### Abstract  
The growing attention to virtual reality (VR) suggests that immersive technologies will be widely applied across various contexts, including education. However, conceptual divergences and a lack of understanding regarding the learning process in immersive virtual environments reveal the nascent understanding of the use of immersive virtual reality (iVR) and its benefits in educational contexts. Against this backdrop, this article presents a proposed pedagogical framework aimed at aligning the affordances of iVR environments--such as immersion, interactivity, and embodiment--with educational objectives, thereby enhancing learning experiences. Developed through a design-based research (DBR) methodology, the framework integrates theoretical contributions from the CAMIL model and the XR ABC framework in conjunction with the revised [PERSON]'s taxonomy. The structure organizes immersive experiences into three levels--Absorb, Experience, and Explore--which are distinguished by the interactivity and complexity of the proposed tasks. Each level is mapped to the cognitive domains and dimensions of knowledge, promoting the progressive development of cognitive and psychomotor skills. It is posited that aligning the technological features of the environment with educational objectives and the level of active student engagement can facilitate learning in immersive environments. e +
Footnote †: journal: Applied sciences  
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navigate and manipulate virtual objects in a simulated world, allowing for deep immersion through devices like the VR headset [4]. It is defined as a three-dimensional, multisensory, and interactive experience [5]. iVR further enhances the immersive experience by incorporating advanced features like head and position tracking and rendering unique images for each eye to create depth perception. Additionally, it expands the field of view compared to traditional monitors, isolating the learner entirely within the virtual environment for heightened immersion [5]. This isolation contrasts with augmented or mixed-reality technologies, which allow simultaneous interaction with virtual and real-world elements. Interaction within iVR also sets it apart from traditional multimedia tools like videos or PowerPoint, as it provides learners with greater freedom to control their experiences and ensures high fidelity between user actions and visual feedback [5]. In educational practices, iVR has emerged as a promising technology capable of creating interactive simulations replicating real-world processes or situations [6]. These simulations provide a personalized experience and a sense of immersion during learning, enabling students to become more deeply involved with the content [7]. Immersive VR technology has been widely used to create situated and realistic learning contexts, especially for scenarios that are difficult to access in the physical world [7]. Additionally, iVR has proven to be a versatile and effective tool for developing competencies, enhancing the understanding of academic content across various fields of knowledge, improving practical skills, and training in complex scenarios, offering students the opportunity to experience authentic situations and apply their knowledge in a practical manner [8]. The application of iVR in education is diverse and can support different educational objectives. For instance, in science education, this technology enables the exploration of molecular structures or the simulation of complex experiments that would otherwise be unfeasible due to cost or risk [8] (p. 18). In disciplines such as history and geography, students can conduct virtual visits to historical sites or explore remote geographical environments, fostering experiential learning that transcends the physical boundaries of the classroom [9].