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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:

  1. Make a copy of this page.
  2. Rename it to Case – [Short case title].
  3. Replace the bracketed guidance text with information about your case.
  4. 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 paper2 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

  1. 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

  2. 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

  3. 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.

  4. 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

  5. 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.

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