# iVRPM: Conceptual Proposal of an Immersive Virtual Reality Pedagogical Model
## 2 Essential Elements in the Learning Process Within Immersive Environments  
ivR technology utilizes devices for real-time motion tracking and graphical processors to generate continuous stereoscopic images displayed through HMDs [17]. As observed by [PERSON] et al. [17], its technological capabilities influence the creation of authentic and representational sensory stimuli capable of inducing the sensation that virtual objects and environments are real, thereby promoting sensory and representational fidelity. Furthermore, the authors indicate that these technologies allow users to act naturally and intuitively in virtual worlds, as if interacting in real environments, through coherent and fluid actions. Representational fidelity and immediacy of control stand out as defining characteristics of iVR [3] and \"refer to how well a simulation reconstructs the real-world environment, both in terms of appearance and in the emotional states, cognitions, and behaviors it elicits in its users\" [18] (p. 648) and the variety of learner interaction modes [19]. In other words, both immersion and interaction emerge as essential, though not exclusive, characteristics to be considered during the learning process in an immersive experience [1; 3; 5]. These characteristics directly influence the psychological constructs of presence and agency, which, in turn, affect affective and cognitive factors, potentially facilitating or hindering learning [5]. When using virtual reality technologies, immersion is an essential feature in creating immersive environments through appropriate hardware and software [20], which significantly influences the immersive experience. As pointed out by [PERSON] and [PERSON] [16], there are two main perspectives on immersion: (i) immersion as an objective property of a technology or system; and (ii) immersion as a psychological state of an individual. From an objective perspective, [PERSON] and [PERSON] [21] (p. 274), influenced by the views of [PERSON] and [PERSON] in 1997, suggest that \"immersion can be considered as a quality of VR technology, an objective measure of the extent to which [a] system presents a vivid virtual environment while excluding physical reality\". From a subjective perspective, \"immersion is a psychological state characterized by perceiving oneself to be enveloped by, included in, and interacting with an environment that provides a continuous stream of stimuli and experiences\" [22] (p. 227). On this subject, [PERSON] et al. [2] add that immersion can be understood in two ways: as a technology or as an experience of technological engagement. According to this perspective, both approaches recognize that immersion is, to some extent, linked to the technological features used to facilitate the experience. However, it is crucial to note that there is a fundamental divergence in the understanding of immersion. While one view conceives it as an objective property of the medium itself, considering elements such as image quality, sound quality, interactivity, resolution, among others, the other regards it as a subjective user experience. Thus, it is clear that both views of immersion value, to some extent, the properties of the technological system, though they differ in the emphasis given to immersion. In line with this discussion, [PERSON] and [PERSON] [19] suggest that immersion should not be treated as a standalone property but as dependent on other aspects present in an immersive learning experience. From the perspective of [PERSON] and [PERSON] [16], immersion is not merely a technological aspect but also \"a state of deep mental engagement in which the subject may experience dissociation from awareness of the physical world due to a shift in their state of attention\" (p. 1). Both perspectives support the association of immersion with the properties of the technological system used to mediate the experience [2].