## 1 Introduction
### Immersive Technologies in Education  
\"Immersive technology\" is a term that describes the combination of virtual elements and the real world on terms that enable the user to interact naturally with both. The concept of immersive technology can be traced back to the early 1960s, when [PERSON] [13] created the \"Human Machine Graphic Communication System\", the first immersive prototype of human-computer interaction. Since then, many kinds of immersive technologies have been developed, including VR, AR, RM, holography, telepresence, digital twins, and FPV drone flight [1]. \"Immersive technology\" is a term that means different things to different researchers. Some researchers, like [PERSON] [14], focus on the amount of sensory information delivered by the technology (to users), along with its level of success in doing so, and conclude that immersive technology can give users a large amount of high-quality sensory information. Other researchers [15] focus on how the technology can make users feel like they are in a different world, and conclude that immersive technology can blur the boundary between reality and virtuality, creating a feeling of immersion. A third group of researchers [16] consider both aspects of sensory information and immersion, and conclude that immersive technology is creating a realistic digital environment, which users feel they inhabit and interact with. Immersive technologies can create realistic and engaging learning environments that support effective pedagogies and learning outcomes [1; 8; 17], and can foster constructivist and experiential learning, where learners construct their own knowledge, practice skills, develop creativity, and comprehend abstract concepts [18]. The Association for Medical Education in Europe argues that \"Projects for effective medical e-learning must reflect the dynamics and details of real-world practice, as well as provide effective learning opportunities\" [19; 20], which suggests that immersive technologies can offer valuable benefits for medical education and training that can be transferred to other fields that require practical and problem-solving abilities [1; 21]. Immersive technologies, such as AR, VR, and MR can enhance student learning outcomes in various educational contexts and broaden learning environments beyond primary and higher education settings by overcoming limitations in physical space, fostering collaboration and experiential learning, and offering personalised learning approaches that can support students, regardless of their knowledge level [22]. Immersive technologies has been increasingly adopted in education, and especially in health and science teaching [1; 7; 21; 23], where they These enable students to explore complex topics and scenarios in a realistic and interactive way and, to a greater extent than conventional methods, improve their learning outcomes. [PERSON] et al. [6] reviewed 29 studies that compared immersive VR with head-mounted display and other teaching methods, and found that immersive VR usually improved learning outcomes, in opposition to some studies that did not show any difference, and two studies, which showed immersive VR had negative effects [24; 25]. The review also pointed out some problems with current research, such as short duration, no memory tests, and poor evaluation methods, and also raised the focus on science as an issue [26; 27]. [PERSON] et al. [21] analysed 29 trials (N = 2722 students) that compared the application traditional and immersive technologies (VR, AR, or MR) in medical and nursing education, and found that, while the knowledge of both groups was the same, immersive technologies produced a better learning experience. They also reported that immersive technologiesincreased student satisfaction, self-efficacy, and engagement, suggesting that they are ideal for education. The effectiveness of VR/AR/MR in different domains and contexts is still being investigated, and so are the factors that influence their design and implementation.