Case presentation instructions This chapter gathers the instructions, methods, and templates used in the Immersive Learning Case Repository of the iLRN Circle of Scholars. It explains the Immersive Learning Case Sheet (ILCS) method for describing and interpreting immersive learning use cases and provides a reusable page template for publishing new cases in a comparable way. Use this chapter whenever you want to:– document an immersive learning case;– understand how ILCS combines the Immersive Learning Brain and Immersion Cube frameworks;– or reuse a case for teaching, research, or design. Method and Instrument: Immersive Learning Case Sheet (ILCS) Immersive Learning Case Sheet (ILCS): Method and Instrument The Immersive Learning Case Sheet (ILCS) is a method for describing immersive learning cases so that they can be compared, reused, and re-designed across projects and publications. 1 It builds on two existing frameworks: the Immersive Learning Brain (ILB) , which organises educational practices and strategies used with immersive learning environments; 2 the Immersion Cube , which characterises uses of immersive environments along three dimensions of immersion: system, narrative, and agency. 3 In this repository, the ILCS provides the backbone for each case entry. Contributors do not need to run the full analysis at research level to participate, but this page explains the complete method so that descriptions remain coherent. 1. Goals of the ILCS method The ILCS was designed to: focus descriptions on how immersion is used for learning, not only on outcomes; 1 tag each case with practices and strategies (from the ILB) and uses (from the Immersion Cube) so that cases are comparable; support reflection and redesign , by making it easy to see how a case could be enriched or transformed; generate a structured artifact – the Immersive Learning Case Sheet – that can be shared as a stand-alone reference. 2. Overview of the ILCS workflow At a high level, the ILCS method follows three phases: 1 Draft a rich description of the case. Include context, participants, immersive environment, activities, and assessment – with attention to what learners actually do . Interpret the case with the Immersive Learning Brain (ILB). Identify which practices and strategies are clearly present in the case, organised by ILB clusters. Interpret the case with the Immersion Cube. Decide how much the case depends on system, narrative, and agency immersion, place it in the cube, and identify the closest generic uses of immersive environments. The final Immersive Learning Case Sheet pulls these together as: a refined text description of the case; lists of ILB practices and strategies used; Immersion Cube coordinates (system–narrative–agency) and the most proximal uses; optional visualisations (images of the case, Immersion Cube plot, bar chart of distances). 3. Phase 1 – Interpreting the case with the Immersive Learning Brain (ILB) The ILB groups educational practices and strategies into six clusters such as Active Context , Presence , Real and Virtual Multimedia Learning , Collaboration , etc. 2 ILCS uses these clusters to keep the analysis manageable and coherent. 3.1 Minimum ILB steps for this repository When preparing a case for this repository, aim to complete at least these steps: Write an initial free-text description of the case. Focus on what learners, teachers/trainers, and systems do over time. Pick the most relevant ILB cluster. For example: if the case centres on meaningful real-world tasks, start with Active Context ; if embodiment and bodily movement are crucial, start with Presence ; if collaborative problem-solving dominates, start with Collaboration . Within that cluster, check each practice and strategy definition. Using the ILB paper’s tables, 2 compare the definition of each item with your case: mark it as present only if the case description provides clear evidence; keep a short note on where it appears in the case (e.g., “certification test after VR training → authentic practice and assessment”). Repeat for one or two additional clusters that seem relevant. You do not need to cover all clusters unless you are doing a full research analysis. Revise the case narrative. Rewrite your description so that readers can see the practices and strategies you marked as present. Is not necessary to add colored tag text like in the original ILCS article; what is important is to make the supporting details naturally explicit. 3.2 Optional full ILB analysis For research-grade case sheets you may: examine all six ILB clusters , document all applicable practices and strategies, and keep a separate table of ILB tags to attach as supplementary material. In this repository, you are encouraged – but not required – to go this far . 4. Phase 2 – Interpreting the case with the Immersion Cube The Immersion Cube positions immersive learning activities along three conceptual dimensions: 3 System immersion – being surrounded by or embedded in the environment or system; Narrative immersion – engagement with spatial, temporal, and emotional aspects of a story or situation; Agency immersion – possibilities for meaningful action, decision-making, and control. Previous work located 16 generic uses of immersive learning environments in this cube (e.g., Logistics , Simulate the physical world , Skill training ). 3 ILCS measures how close a specific case is to each of these uses. 4.1 Minimum Immersion Cube steps for this repository Describe immersion in your case. Briefly explain how participants experience: being present in the environment (system), spatial/temporal/emotional aspects of the situation (narrative), and possibilities for action and decision-making (agency). Assign coordinates (System, Narrative, Agency). For each dimension, choose a value between 0 and 1: 0 → the case barely depends on that dimension; 1 → the case rests heavily on that dimension. Example: the wind-turbine maintenance training reported by Cassola et al. combines full system immersion in VR with medium narrative immersion and high agency, and was placed at (1, 0.6, 0.75). 1,4 Identify the closest generic uses. Using the coordinates of the 16 uses from the Immersion Cube work, 3 compute or look up the Euclidean distance to each one. In practice, you can rely on a spreadsheet, a small script, or the Immersive Learning Case Sheet Assistant (custom GPT) to do the calculations for you. Record the 2–3 closest uses and their distances; these will appear in your case sheet. Check whether the description supports those uses. If a proximal use (e.g., Simulate the physical world ) fits the case, ensure your narrative explicitly mentions the aspects that justify it (e.g., attention to fidelity of models and procedures). If it does not fit, you can note this briefly in the case sheet. 5. Phase 3 – Building the Immersive Learning Case Sheet Once you have the ILB and Immersion Cube interpretations, you can assemble the Immersive Learning Case Sheet for this repository. Each case sheet should at minimum include: Header block Case title Contributors and affiliations Source publication(s) and links (if any) Short description (abstract) A 3–6 sentence overview of the case, focused on how the immersive experience is used. Context and participants Educational level, content domain, number and profile of learners, other stakeholders. Immersive environment and technologies Type of environment (VR, AR, MR, 360°, physical mixed setup, etc.), main platforms, physical spaces. Learning goals and assessment Intended learning outcomes and how they were assessed (formal or informal). ILB interpretation – practices and strategies Main ILB cluster(s) used; List of key practices and strategies with one-line justifications. Immersion Cube interpretation – immersion and uses Coordinates (System, Narrative, Agency) Explanation in 2–3 bullet points List of proximal uses with distances (and an optional bar chart if you wish). Media and resources Screenshots, diagrams, links to videos or interactive demos, and links to further documentation about the case (e.g., a project website for the wind-turbine training case 4 or the Ancient Greek technology case 5 ). Enrichment/Innovation notes (optional) Notes based on the ILCS idea of enriching a case (adding nearby practices/uses) or innovating it (exploring distant clusters or uses). 1 The "Immersive Learning Case Presentation Template" page in this chapter mirrors this structure so that you can create a new case page by copying and adapting it. 6. Using ILCS in this repository: quick path for contributors If you are contributing a case and want a pragmatic path: Create a new page under the repository and start from the Case Presentation Template in this chapter. Fill sections 1–5 of the template using your existing project notes or paper. Run a light ILB analysis : pick one or two clusters, identify 3–6 practices/strategies that clearly appear, add them to section 6 of the template. Estimate immersion coordinates and proximal uses with the help of: the ILCS article, 1 the original ILB and Immersion Cube papers, 2,3 or the Immersive Learning Case Sheet Assistant custom GPT (see “Additional resources” below). Attach media , and if possible, add a short Enrichment/Innovation note. Even this “lightweight” ILCS use already makes cases much easier to compare and reuse. Additional resources Wind-turbine maintenance training case – Check out the case in this repository , and find detailed materials, images, and videos at https://vrtraining.inesctec.pt/ 4 Ancient Greek technology case –  Check out the case in this repository , and find more details in the arXiv preprint “Ancient Greek Technology: An Immersive Learning Use Case Described Using a Co-Intelligent Custom ChatGPT Assistant”. 5 Immersive Learning Case Sheet Assistant (custom GPT) – interactive support for following the ILCS method: https://chatgpt.com/g/g-JDLJLXin5-immersive-learning-case-sheet-assistant Attribution Main source for this method summary: Beck & Morgado (2025). 1 Page created on 13 November 2025 by Leonel Morgado, in co-writing with ChatGPT 5.1 Thinking. References Beck, D., & Morgado, L. (2025). Describing and Interpreting an Immersive Learning Case with the Immersion Cube and the Immersive Learning Brain . In J. M. Krüger et al. (Eds.), Immersive Learning Research Network. iLRN 2024 (CCIS, Vol. 2271). Springer, Cham, Switzerland.  https://doi.org/10.1007/978-3-031-80475-5_8 Beck, D., Morgado, L., & O’Shea, P. (2024). Educational Practices and Strategies with Immersive Learning Environments: Mapping of Reviews for Using the Metaverse. IEEE Transactions on Learning Technologies , 17, 319–341. https://doi.org/10.1109/TLT.2023.3243946 Beck, D., Morgado, L., & O’Shea, P. (2020). Finding the Gaps about Uses of Immersive Learning Environments: A Survey of Surveys. Journal of Universal Computer Science , 26(8), 1043–1073. Cassola, F., Mendes, D., Pinto, M., Morgado, L., Costa, S., Anjos, L., Marques, D., Rosa, F., Maia, A., Tavares, H., Coelho, A., & Paredes, H. (2022). Design and Evaluation of a Choreography-Based Virtual Reality Authoring Tool for Experiential Learning in Industrial Training. IEEE Transactions on Learning Technologies , 15(5), 526–539. https://doi.org/10.1109/TLT.2022.3157065 Kasapakis, V., & Morgado, L. (2025). Ancient Greek Technology: An Immersive Learning Use Case Described Using a Co-Intelligent Custom ChatGPT Assistant. arXiv preprint arXiv:2502.04110 . Immersive Learning Case Presentation Template Immersive Learning Case Presentation Template This page is a template for documenting immersive learning cases in the iLRN Immersive Learning Case Repository. It reflects the Immersive Learning Case Sheet (ILCS) method. 1 When you create a new case: Make a copy of this page. Rename it to Case – [Short case title] . Replace the bracketed guidance text with information about your case. Delete any instructions that are no longer relevant. 1. Case identification Case title: [Short, meaningful title people can recognise and reuse.] Contributors: [Names and affiliations of the people describing this case.] Original source(s): [If the case is reported in a paper, thesis, report, or website, list full references and links.] Time frame: [When the case took place (year(s), semester, etc.).] 2. Short description (abstract) [In 3–6 sentences, summarise what this case is about, who is involved, what immersive environment is used, and how it is used for learning. Focus on how immersion is employed , not just on results.] 3. Context and participants Educational level and setting: [e.g., upper-secondary physics lab; undergraduate engineering course; corporate safety training.] Discipline / subject area: [Main subject domains.] Number and profile of learners: [Approximate numbers; key characteristics such as age range, prior experience.] Other stakeholders: [Teachers/trainers, technical staff, industry partners, institutions.] Constraints or special conditions: [e.g., remote delivery, health & safety constraints, pandemic context, equipment scarcity.] 4. Immersive environment and technologies Type of environment: [VR / AR / MR / 360° media / game engine / hybrid physical-digital setup, etc.] Main platforms and tools: [e.g., VRChat, Unity, Unreal, custom engine, specific HMDs, tracking systems, controllers, other hardware.] Physical and virtual spaces involved: [Describe where learners are physically located and what virtual / mixed spaces they experience.] Key interaction modes: [e.g., embodied manipulation, navigation, speech, menus, gaze-based selection, tangible tools.] 5. Learning goals and assessment Intended learning outcomes: [Bullet list of the main knowledge, skills, attitudes, or competencies targeted.] Assessment approaches: [Formal or informal – tests, performance checklists, observational rubrics, analytics, reflection activities, etc.] Main results (if available): [Very short summary of outcomes, findings, or feedback. You can link to publications with more detail.] 6. ILB interpretation – practices and strategies This section summarises how the case is interpreted using the Immersive Learning Brain (ILB) clusters. 2 You do not need to list every possible item; focus on what is clearly present in the case. Main ILB clusters involved: [e.g., Active Context; Presence; Real and Virtual Multimedia Learning; Collaboration.] 6.1 Practices [List the most relevant ILB practices and give a one-line justification for each.] [Practice 1 name] – [Short explanation of how it appears in the case.] [Practice 2 name] – […] [Practice 3 name] – […] (Add more if needed.) 6.2 Strategies [List the most relevant ILB strategies and give a one-line justification.] [Strategy 1 name] – [Short explanation.] [Strategy 2 name] – […] (Add more if needed.) If you need help choosing practices and strategies, you can consult the ILB tables in the original paper 2 or the Immersive Learning Case Sheet Assistant custom GPT. 7. Immersion Cube interpretation – immersion and uses This section describes how the case is positioned in the Immersion Cube and which generic uses of immersive learning environments it is closest to. 3 7.1 Immersion coordinates System immersion (0–1): [value] Narrative immersion (0–1): [value] Agency immersion (0–1): [value] Justification: [In 2–4 bullet points, explain why you chose these values, considering dependence on system, narrative, and agency.] 7.2 Proximal uses [List the 2–3 Immersion Cube uses that are closest to your case.] [Use 1 name] – distance: [value]; [short explanation of why this use fits.] [Use 2 name] – distance: [value]; […] [Use 3 name] (optional) – distance: [value]; […] You may optionally include: a small table of all distances if available, or a simple bar chart image generated from a spreadsheet, or a 3-D diagram situating the case within the Immersion Cube. 8. Media and supporting resources Use this section to attach or link: Screenshots or photos of the immersive experience and key interactions; Videos or demos , if they can be publicly shared; Links to project websites , repositories, or documentation; Datasets or instruments (e.g., rubrics, questionnaires) if they are available under suitable licences. Example resources for inspiration include the wind-turbine training materials 4 and the Ancient Greek technology case . 5 9. Enrichment and innovation notes (optional) Based on your ILCS analysis: 1 How could the case be enriched by adding or adjusting practices/strategies within the same ILB clusters? How could it be innovated by exploring less-used clusters or distant Immersion Cube uses? Which variations have you already tried, or plan to try? Short bullet points are enough – this section is primarily to spark ideas for future work. 10. Attribution for this case (to be edited by case authors) [State who prepared this particular case sheet and on what basis.] Example: Main sources: [short reference list of the paper(s) or project(s) where the case is originally described]. Page created on [date] by [name(s) of the person(s) who adapted this template for this specific case]. (Please adapt this text for each case page.) Attribution for this template Main source: Beck & Morgado (2025). 1 Page created on 13 November 2025 by Leonel Morgado, in co-writing with ChatGPT 5.1 Thinking. References Beck, D., & Morgado, L. (2025). Describing and Interpreting an Immersive Learning Case with the Immersion Cube and the Immersive Learning Brain . In J. M. Krüger et al. (Eds.), Immersive Learning Research Network. iLRN 2024 (CCIS, Vol. 2271). Springer, Cham, Switzerland.  https://doi.org/10.1007/978-3-031-80475-5_8 Beck, D., Morgado, L., & O’Shea, P. (2024). Educational Practices and Strategies with Immersive Learning Environments: Mapping of Reviews for Using the Metaverse. IEEE Transactions on Learning Technologies , 17, 319–341. https://doi.org/10.1109/TLT.2023.3243946 Beck, D, Morgado, L., & O’Shea, P. (2020). Finding the Gaps about Uses of Immersive Learning Environments: A Survey of Surveys. Journal of Universal Computer Science , 26(8), 1043–1073. Cassola, F., Mendes, D., Pinto, M., Morgado, L., Costa, S., Anjos, L., Marques, D., Rosa, F., Maia, A., Tavares, H., Coelho, A., & Paredes, H. (2022). Design and Evaluation of a Choreography-Based Virtual Reality Authoring Tool for Experiential Learning in Industrial Training. IEEE Transactions on Learning Technologies , 15(5), 526–539. https://doi.org/10.1109/TLT.2022.3157065 Kasapakis, V., & Morgado, L. (2025). Ancient Greek Technology: An Immersive Learning Use Case Described Using a Co-Intelligent Custom ChatGPT Assistant. arXiv preprint arXiv:2502.04110.