Insights from Immersive Learning: Using Sentiment Analysis and Real-time Narration to Refine ASL Instruction in Virtual Reality

This chapter presents and discusses a review and comparison of low-end 360-degree and extended reality (XR) practices. The goal of the chapter is to assist both technologically and organizationally with the ubiquitous acceptance of these two technologies as part of the move toward immersive teaching and learning. The chapter shares an overview of rather fluctuant terminology: 360-degree videos and images, virtual reality, augmented reality, mixed reality, extended reality, immersive teaching, and immersive learning. Fostering and accepting a standardized and understandable terminology is an important part of the application process of these technologies to enable immersive teaching and learning. Furthermore, this chapter will argue the importance of a low-end approach toward immersive teaching and learning due to constraints of various characters and as a part of the scalable construct of immersive teaching and learning in academic libraries and respectively on campus.

IntroductionThe field of poetry learning is currently facing significant challenges, primarily due to a lack of motivation and interest among students. This has resulted in educators encountering difficulties in identifying suitable educational alternatives. To address the latter issue, immersive learning has emerged as a potential solution, as it has been demonstrated to enhance motivation and learning outcomes in a multitude of fields.MethodsIn light of the aforementioned considerations, this field study seeks to examine the potential of virtual reality (VR) tools in enhancing the memorization of poetry by increasing the engagement of the participants. The study concentrated on the acquisition of a French poem by a group of middle school students. A virtual environment has been developed for this purpose, tailored to the poem in question. The experimental design included a pretest, segmented learning sessions, a posttest, and a retention test. To evaluate student engagement, both motivation and sense of presence were measured using Likert-scale questionnaires, while memorization performance was assessed through a scoring system based on recall accuracy.ResultsThe findings reveal that the VR group demonstrated significantly higher motivation than the control group, with a mean difference of 12.626 on a 7-point Likert scale (six items), indicating that VR is a notably more effective tool for enhancing motivation in poetry learning than traditional methods. Additionally, the VR group reported a significantly stronger sense of presence, with a mean difference of 6.111 on the same questionnaire scale, further suggesting that VR enhances students’ sense of immersion in the learning experience. These results indicate that students using VR exhibited higher levels of overall engagement than those in the control group.DiscussionHowever, this increased engagement did not lead to improved memorization outcomes, as there was no significant difference in recall accuracy between the two groups. A potential explanation for this discrepancy is the “novelty effect” of VR, which may have distracted students from focusing fully on the memorization task. The implications of integrating VR in educational settings are thus discussed.

Traditional chemical engineering education faces persistent challenges, as lecture-based instruction and limited laboratory access restrict students’ engagement, practical skill development, and comprehension of complex engineering concepts. In overcoming these challenges, immersive virtual reality (VR) learning environments are increasingly being adopted to enhance students’ visualization, interactivity, and experiential learning. Therefore, this study aims to explore how VR can transform chemical engineering education by enhancing student engagement, conceptual understanding, and practical learning experiences. This review also analyzed and mapped research trends in the application of VR for immersive learning in chemical engineering education using keywords like ''Immersive Learning'', ''Virtual Reality'', ''Chemical Engineering'' and ''Chemical Engineering Education''. Accordingly, the keyword co-occurrence analysis revealed four thematic clusters linked to immersive visualisation, collaborative VR learning, VR–AI integration, and safety-oriented training. Based on these findings, a four-stage curriculum integration model is proposed (pre-conceptual familiarisation - immersive experimentation - hybrid transfer - real-lab validation). A comparative cost analysis indicates that although VR-based learning demands a higher upfront investment, it achieves cost parity within approximately 1.5 years and reduces total training expenses by about 40–45% in the third year, offering greater economic advantage for larger student cohorts. Finally, the synthesis indicates that VR can enhance conceptual understanding, hazard-awareness, and systems-level reasoning while improving utilisation efficiency in laboratory-intensive programmes. Future research should prioritise controlled cohort comparisons and longitudinal verification of transferability to physical plant behaviour.

Virtual Reality (VR) is rapidly emerging as a transformative force in the field of education, offering immersive, interactive, and multisensory learning environments that enhance student engagement, motivation, and comprehension. From historical precedents to cutting-edge head-mounted displays, VR is reshaping the educational landscape by enabling simulations of complex phenomena, virtual field trips, and hands-on training across disciplines. This paper examines the historical evolution of VR, its current applications in educational contexts, benefits to learners, technological and pedagogical challenges, as well as ethical considerations and user feedback. Through case studies and future trend analyses, it reveals how VR can be strategically integrated into modern curricula to create inclusive, experiential, and student-centered learning ecosystems. While challenges related to cost, accessibility, and content development remain, VR holds substantial promise for revolutionizing educational practice and theory in the digital age. Keywords: Virtual Reality, Education Technology, Immersive Learning, Experiential Learning, Educational Simulation, VR Tools, EdTech, Student Engagement.

Integrating Virtual Reality (VR) with developing technology has become crucial in today’s schools to transform in-the-moment instruction. A change in perspective has occurred because of VR, enabling teachers to create immersive learning experiences in addition to conventional classes. This paper presents a systematic literature review with an in-depth analysis of the changing environment of immersive learning. It discusses advantages and challenges, noting results from previous researchers. VR facilitates more profound knowledge and memory of complex subjects by allowing students to collaborate with digital structures, explore virtual landscapes, and participate in simulated experiments. Developing VR gear, like thin headsets and tactile feedback mechanisms, has democratised immersive engineering learning by making it more approachable and natural for a broader range of students. This study sheds light on the revolutionary potential of immersive learning via VR integration with new technologies in real-time education by examining current trends, discussing obstacles, and an outlook on future directions using the new Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). This study used four databases: Scopus, IEEE, Springer, and Google Scholar. During the selection, 24 articles were added during the review, and 66 studies were selected. It clarifies best practices for adopting VR-enhanced learning environments through empirical analysis and case studies, and it also points out directions for future innovation and growth in the field of immersive pedagogy.

The rapid development of information technology has brought human civilization into the 21st century, which requires mastery of 21st-century skills, such as critical, creative, collaborative, and communicative thinking. Virtual reality offers an immersive and interactive learning experience, allowing students to interact with virtual environments as if they were real, thus potentially increasing conceptual understanding and learning motivation. Virtual reality has advantages and disadvantages in science learning. Where the purpose of the study is to examine the advantages and disadvantages of virtual reality in science learning systems in the 21st century: a Review, namely collecting information from previous studies related to the Advantages and Disadvantages of Virtual Reality in Science Learning Systems in the 21st Century This review was conducted based on the review method. The results of this study explain that there are several advantages and disadvantages of using a science learning system that uses virtual reality, one of the results that explains the advantages of virtual reality is Immersive Learning so that students can see learning concepts more realistically and not only focus on books or material explanations; teachers and one of the disadvantages of virtual reality in science learning is that VR systems can be expensive to develop and maintain, making them less accessible to organizations, educational institutions with limited budgets.

The integration of Artificial Intelligence (AI), Virtual Reality (VR), and Augmented Reality (AR) in education is reshaping the learning landscape by providing immersive and personalized learning experiences. Immersive learning through VR and AR allows for practical simulations and experiential learning, bridging the gap between theoretical knowledge and real-world application. However, challenges such as ethical considerations, data privacy, and the digital divide need to be addressed to ensure inclusive and equitable access to these advanced learning tools. The chapter explores the benefits of AI-driven immersive learning, including improved student motivation, engagement, and retention, while also discussing scalability and the potential for widespread adoption across diverse educational settings. It emphasizes the importance of incorporating ethical frameworks and continuous research to align AI, VR, and AR applications with the evolving needs of modern education, ensuring that these technologies contribute positively to student outcomes and lifelong learning.

This theoretical article proposes an interdisciplinary teaching strategy for Social Sciences in Primary Education, aimed at transforming traditional pedagogical practices. It integrates critical pedagogy, the competency-based approach, and immersive technologies such as virtual reality and metaverse.Methods:A qualitative, exploratory and propositional approach was adopted. A document-based literature review was conducted using recent studies on immersive learning, interdisciplinary pedagogy, and digital education. The data were analyzed through a comparative and integrative synthesis to design the strategy and assess its alignment with contemporary pedagogical demands.Results:Four key dimensions emerged: (1) the conception of an interdisciplinary teaching strategy; (2) the identification of guiding pedagogical principles; (3) the articulation between critical pedagogy and the competency-based approach; and (4) the projection of the strategy toward immersive virtual learning environments. These elements form a pedagogical model capable of promoting critical thinking, social responsibility, and meaningful learning experiences.Conclusions:The proposed strategy offers a relevant and adaptable pedagogical framework that aligns with 21st-century educational challenges. Although empirical validation has not yet been performed, this theoretical foundation may guide future pilot implementations, expert evaluations, and the development of digital instructional designs.

How to make the learning of complex subjects engaging, motivating, and effective? The use of immersive virtual reality offers exciting, yet largely unexplored solutions to this problem. Taking neuroanatomy as an example of a visually and spatially complex subject, the present study investigated whether academic learning using a state-of-the-art Cave Automatic Virtual Environment (CAVE) yielded higher learning gains compared to conventional textbooks. The present study leveraged a combination of CAVE benefits including collaborative learning, rich spatial information, embodied interaction and gamification. Results indicated significantly higher learning gains after collaborative learning in the CAVE with large effect sizes compared to a textbook condition. Furthermore, low spatial ability learners benefitted most from the strong spatial cues provided by immersive virtual reality, effectively raising their performance to that of high spatial ability learners. The present study serves as a concrete example of the effective design and implementation of virtual reality in CAVE settings, demonstrating learning gains and thus opening opportunities to more pervasive use of immersive technologies for education. In addition, the study illustrates how immersive learning may provide novel scaffolds to increase performance in those who need it most.

This paper proposes the and justify how we can enhance the quality of medical education through immersive learning and AI (Artificial Intelligence) use in education. A Multimodal Approach for Immersive Teaching and learning through Animation, AR (Augmented Reality) & VR (Virtual Reality) is aimed at providing specifically medical students with knowledge, skills, and understanding. It is important to understand the current challenge involved in medical education. This paper reports the findings of a novel study on the technology enable teaching with Animation, AR and VR by and MR impact. A case study was conducted involving 521 participants from different states of India. The data was analyzed by their feedback after using this Virtual reality-based teaching procedure in classroom. Recommendations from this paper that are expected to effectively improving the quality of medical education in faster way.

The rapid advancement of educational technology has created new opportunities to enhance the learning experience, particularly in disciplines such as engineering, where hands-on practice and spatial understanding play a crucial role. Among these innovations, Virtual Reality (VR) has emerged as a promising tool for immersive and interactive learning, providing students with realistic, engaging, and highly controlled training environments. This study investigates the potential of VR-based immersive learning environments to optimize educational outcomes in engineering, specifically in the context of engine assembly training. The research compares two distinct instructional approaches: one group of students undergoes training in a fully immersive VR engine assembly environment, while a second group relies on traditional printed assembly manuals. The study evaluates key factors influencing learning effectiveness, including engagement, task completion time, assembly accuracy, and comprehension of underlying mechanical principles. To achieve a comprehensive assessment, a mixed-methods approach is employed, integrating both qualitative and quantitative data collection techniques. Learner engagement is assessed through a combination of self-reported surveys, real-time behavioral observations, and engagement analytics recorded during the training sessions. Efficiency is measured by analyzing task completion time and the number of errors committed throughout the assembly process. Additionally, post-training assessments evaluate both immediate knowledge retention and the ability to apply acquired skills in practical, hands-on scenarios. Preliminary findings indicate that students trained in the VR environment consistently demonstrate higher levels of engagement, reporting increased focus, motivation, and enjoyment compared to their counterparts using traditional manuals. Besides, the VR-based training method yields significant efficiency improvements, as participants complete assembly tasks more quickly and with fewer errors. Beyond these performance metrics, students in the VR group exhibit a more profound understanding of engine mechanics, as demonstrated by their superior performance in post-training evaluations. This suggests that immersive VR learning not only enhances procedural efficiency but also strengthens conceptual comprehension, bridging the gap between theoretical knowledge and practical application. These results highlight the transformative potential of VR in engineering education, offering an interactive and immersive alternative to conventional instructional methods. By optimizing both engagement and efficiency, VR-based learning environments may significantly enhance student outcomes, making technical training more effective and accessible. However, to fully realize its potential, further research is needed to explore the scalability, cost-effectiveness, and long-term impact of VR on skill development in engineering education. Future investigations should also examine best practices for integrating VR into engineering curricula, ensuring that this innovative technology is implemented in a way that maximizes educational benefits while addressing practical challenges such as accessibility, hardware limitations, and instructor training. Ultimately, this study contributes to the growing body of evidence supporting the adoption of VR as a powerful pedagogical tool in engineering education, paving the way for more engaging, efficient, and effective learning experiences in technical fields.

Abstract: Virtual Reality (VR) and Augmented Reality (AR) [2] are two immersive techniques that vary greatly. AR enhances the real world with digital overlays, while VR fully produces synthetic environments. VR completely immerses users, usually for games and simulation, while AR enhances the actual environment with useful information for navigation, education and business duties. Both technologies are developing, in which VR is emphasizing realism and merging smoothly into daily devices. These technologies will be co -existence in the future, enriching human connections with both digital and physical worlds. The fields of enriched reality (AR) and virtual reality (VR) are bringing revolution in HR training. These innovations provide realistic simulation of real -world conditions in an immersive, interactive learning environment. When using AR, digital information is charged on the real world, while VR immerses the audience into a computer-borne environment. Both strategies promote employee learning by overcoming regional borders and providing safe, pleasant practice of difficult jobs. Issues of initial investment and integration are difficult. In this paper the efforts have been made through literature of review and the survey of employees ,VR and AR adoption and employee training. A survey was conducted using Google forms and their personal point of view on the AR VR training , collecting reactions from employees in various industries to understand their experiences, challenges and perception of AR/VR-based training. The collected data provides insight into the effectiveness of these technologies in skill development, employee engagement and organizational efficiency, and the number of employees who have an idea about the AR VR training. The findings will help organizations identify the potential benefits and obstacles in implementing AR/VR to the workforce.

This study examines the effectiveness of an Extended Technological Acceptance Model (ETAM) for virtual reality (VR) immersive learning in vocational high schools (VHSs), using Flow Theory as a foundation. It also investigates students’ attitudes after participating in the courses. A purposive sampling technique was employed to select participants for the “VR Basic Hairstyle” and “VR Bridal Styling” immersive learning courses. The study involved 1190 students from three VHSs in Nantou and Changhua counties, Taiwan, between April and October 2023. The research data was analyzed using SPSS 22.0 and SmartPLS 3 software. The findings confirm the validity of the ETAM model, showing that students’ perceptions of the usefulness and ease of use of the technology significantly influence their attitudes toward adoption and engagement in immersive learning. Additionally, MindFlow is crucial in shaping students’ attitudes and behavioral intentions regarding VR adoption. These results underscore the potential of VR as a practical learning tool for VHS education and highlight the importance of user experience in technology acceptance.

In this paper, I present our development and deployment of innovative educational serious games in Virtual Reality (VR) and Mixed Reality (MR) for immersive and interactive learning of battery science and technology at the University level. Our serious games allow learners to understand concepts such as battery cell working principles by driving a VR Electric Vehicle (EV), calculate geometrical tortuosities of battery electrodes by flying through them, and build crystallographic structures representing the atomistic level of battery electrode active materials [1]. Our serious games also include a simulator of an electrical smart grid where one student drives a VR EV that can be recharged in a virtual city, provided that the other students generate electricity by interacting with 3D-printed objects simulating wind turbines, solar panels, etc. [2] We have also developed educational VR twins of our battery lab, allowing users to immerse themselves and virtually manufacture battery cells by following the manufacturing steps sequentially.[2,3] At each step, the user must choose the correct input parameters so that the electrochemical properties of the battery cell match the objectives set at the initial stage. We have also developed a Battery Manufacturing Metaverse, which allows students from different geographical locations to meet in a VR battery production pilot line and collaboratively solve battery manufacturing problems.[4] Additionally, we have developed MR interfaces that enable students to interact with computational models predicting how manufacturing parameters impact battery electrode properties, with the ability to visualize these impacts directly at the experimental site.[3] Our MR portfolio also includes a holographic notebook that allows students and operators to document experiments performed in the battery lab and receive real-time recommendations on how to improve the manufacturing process.[5]In this paper, I will present each of these tools, discuss our ergonomics work to optimize these tools for ease of use, and explain how they impact the learning process, collaboration, and engagement of MSc. level students of our Erasmus+ program "Interdisciplinarity in Materials for Energy Storage and Conversion" (i-MESC) [6], as well as the training of experienced engineers and battery manufacturing machinery operators. I will also discuss how these tools can be used to teach about the computational modeling of battery manufacturing processes by leveraging our research on this topic.[7] Finally, I will conclude by indicating future directions for our research on the use of digital technologies in electrochemical energy technology education.

As Immersive Learning research gains traction, questions arise about how educational Virtual and Augmented Realities can be transferred from laboratory settings and pilot projects into everyday teaching. This paper analyzes existing pedagogical frameworks to identify influencing factors and challenges relevant to teaching and learning with immersive learning environments. We distinguish Immersive Learning as individual learning processes supported by immersive technology and Immersive Teaching as the process of teaching with immersive technology. We subsume learner-specific influences (micro-level), teacher- and classroom-specific influences (meso-level) and institutional and governmental factors (macro-level) for Immersive Teaching and Learning. We conclude that, while investigating isolated variables is important for basic research, efforts integrating Virtual and Augmented Reality in everyday classrooms raise new challenges and questions for future research on the complex relationship between various factors.