There has been a surge in interest and implementation of Immersive Virtual Reality (IVR) based lessons in education and training recently, which has resulted in many studies on the topic. There are recent reviews which summarize this research, but little work has been done that synthesizes the existing findings into a theoretical framework. The Cognitive Affective Model of Immersive Learning (CAMIL) synthesizes existing immersive educational research to describe the process of learning in IVR. The general theoretical framework of the model suggests that instructional methods which are based on evidence from research with less immersive media generalize to learning in IVR. However, the CAMIL builds on evidence that media interacts with method. That is, certain methods which facilitate the affordances of IVR are specifically relevant in this medium. The CAMIL identifies presence and agency as the general psychological affordances of learning in IVR, and describes how immersion, control factors, and representational fidelity facilitate these affordances. The model describes six affective and cognitive factors that can lead to IVR based learning outcomes including interest, motivation, self-efficacy, embodiment, cognitive load, and self-regulation. The model also describes how these factors lead to factual, conceptual, and procedural knowledge acquisition and knowledge transfer. Implications for future research and instructional design are proposed.

Measuring cognitive load is important in virtual learning environments (VLE). Thus, valid and reliable measures of cognitive load are important to support instructional design in VLE. Through three studies, we investigated the validity and reliability of Leppink’s Cognitive Load Scale (CLS) and developed the extraneous cognitive load (EL) dimension into three sub-scales relevant for VLE: EL instructions, EL interaction, and EL environment. We investigated the validity of the measures using the Partial Credit Model (PCM), Confirmatory Factor Analysis (CFA), and correlations with retention tests. Study 1 (n = 73) investigated the adapted version of the CLS. Study 2 describes the development and validation of the Multidimensional Cognitive Load Scale for Virtual Environments (MCLSVE), with 140 students in higher education. Study 3 tested the generalizability of the results with 121 higher education students in a more complicated VLE. The results provide initial evidence for the validity and reliability of the MCLSVE.

Immersive virtual reality (IVR) simulations for education have been found to increase affective outcomes compared to traditional media, but the effects on learning are mixed. As reflection has previously shown to enhance learning in traditional media, we investigated the efficacy of appropriate reflection exercises for IVR. In a 2 × 2 mixed‐methods experiment, 89 (61 female) undergraduate biochemistry students learned about the electron transport chain through desktop virtual reality (DVR) and IVR (media conditions). Approximately, half of each group engaged in a subsequent generative learning strategy (GLS) of teaching in pairs (method conditions). A significant interaction between media and methods illustrated that the GLS of teaching significantly improved transfer (d = 1.26), retention (d = 0.60) and self‐efficacy (d = 0.82) when learning through IVR, but not DVR. In the second part of the study, students switched media conditions and the experiment was repeated. This time, significant main effects favoring the IVR group on the outcomes of intrinsic motivation (d = 0.16), perceived enjoyment (d = 0.94) and presence (d = 1.29) were observed, indicating that students preferred IVR after having experienced both media conditions. The results support the view that methods enable media that affect learning and that the GLS of teaching is specifically relevant for IVR.

Immersive Virtual Reality (IVR) is being used for educational virtual field trips (VFTs) involving scenarios that may be too difficult, dangerous or expensive to experience in real life. We implemented an immersive VFT within the investigation phase of an inquiry‐based learning (IBL) climate change intervention. Students investigated the consequences of climate change by virtually traveling to Greenland and exploring albedo and greenhouse effects first hand. A total of 102 seventh and eighth grade students were randomly assigned to one of two instructional conditions: (1) narrated pretraining followed by IVR exploration or (2) the same narrated training material integrated within the IVR exploration. Students in both conditions showed significant increases in declarative knowledge, self‐efficacy, interest, STEM intentions, outcome expectations and intentions to change behavior from the pre‐ to post‐assessment. However, there was a significant difference between conditions favoring the pretraining group on a transfer test consisting of an oral presentation to a fictitious UN panel. The findings suggest that educators can choose to present important prerequisite learning content before or during a VFT. However, adding pretraining may lead to better transfer test performance, presumably because it helps reduce cognitive load while learning in IVR.

This study was designed to assess whether the combined effect of taste-congruent and incongruent extrinsic visual cues presented in virtual reality (VR) influences the perception of sweetness and product liking. Three VR environments (sweet-congruent, sweet-incongruent, and neutral) were created based on the evidence in existing literature. Participants tasted the same beverage in three VR environments and evaluated the environment and beverage liking, as well as perceived taste intensity (sweetness, sourness, and bitterness), congruency, comfort, and environment vividness. Frontal EEG alpha asymmetry (FAA) was also recorded as a complementary physiological measurement of overall liking. The results showed that the perceived sweetness of the beverage was significantly elevated in a sweet-congruent environment versus the other environments. Visual-taste congruency did not seem to have an effect on beverage liking and overall liking, whereas an increase in environment liking was found in the incongruent environment versus the other environments. These findings confirmed the significant influence of taste-specific visual cues on flavour perception, while the successful use of VR in the study provided insight into future applications of taste-specific VR environment in the modulation of flavour perception and sugar reduction.