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.