Abstract
Since the publication of the 2020 paper, Finding the Gaps About Uses of Immersive Learning Environments: A Survey of Surveys, the landscape of immersive learning environments (ILEs) has continued to evolve rapidly. This update aims to revisit the gaps identified in that previous research and explore emerging trends. We conducted an extensive review of new surveys published after that paper's cut date. Our findings reveal a significant amount of new published reviews (n = 64), more than doubling the original corpus (n = 47). The results highlighted novel themes of usage of immersive environments, helping bridge some 2020 research gaps. This paper discusses those developments and presents a consolidated perspective on the uses of immersive learning environments.

Abstract
This work reflects upon what Immersion can mean from the perspective of an Artificial Intelligence (AI). Applying the lens of immersive learning theory, it seeks to understand whether this new perspective supports ways for AI participation in cognitive ecologies. By treating AI as a participant rather than a tool, it explores what other participants (humans and other AIs) need to consider in environments where AI can meaningfully engage and contribute to the cognitive ecology, and what the implications are for designing such learning environments. Drawing from the three conceptual dimensions of immersion-System, Narrative, and Agency-this work reinterprets AIs in immersive learning contexts. It outlines practical implications for designing learning environments where AIs are surrounded by external digital services, can interpret a narrative of origins, changes, and structural developments in data, and dynamically respond, making operational and tactical decisions that shape human-AI collaboration. Finally, this work suggests how these insights might influence the future of AI training, proposing that immersive learning theory can inform the development of AIs capable of evolving beyond static models. This paper paves the way for understanding AI as an immersive learner and participant in evolving human-AI cognitive ecosystems.

Abstract
Digital Twins (DTs) for the ocean are rapidly emerging as essential tools for understanding, forecasting, and managing environmental phenomena. However, most existing DT visualization solutions are tightly coupled to specific platforms and lack semantic coherence and interoperability-challenges that are particularly critical in federated and distributed DT systems. Furthermore, visualizing dynamic and spatio-temporal behaviors, such as oil spills, across multiple rendering environments remains a complex, platform-dependent task. In this paper, we present VChor, a domain-agnostic virtual choreography framework designed to address these limitations. Our approach integrates model-driven engineering, semantic web technologies, and platform-independent representations to support the declarative specification of behaviors and visual mappings. A single VChor instance describes spatio-temporal dynamics and associated actions, and can be interpreted by multiple visualization engines (e.g., Unity3D and CesiumJS) without the need for code recompilation or platform-specific programming. We demonstrate our approach through a real-world oil spill monitoring use case, developed in the context of the ILIAD H2020 project, and encapsulated within a modular Application Package. This package automates the generation, validation, and transformation of virtual choreographies from raw data to platform-specific outputs. The framework promotes interoperability, reusability, and scalability, while supporting FAIR principles in environmental Digital Twin workflows. The findings highlight VChor's potential to streamline scenario modeling, enable cross-platform visualization, and support decision-makers with accurate, flexible, and reusable visual representations of ocean dynamics.

Abstract
Since publication of the 2020 survey of surveys, Finding the gaps about uses of immersive learning environments: a survey of surveys, the field of immersive learning environments has experienced substantial growth and diversification. This updated review systematically maps recent developments by analyzing 64 new literature surveys published after the original corpus date, significantly expanding the corpus from 47 to 111 reviews. Through thematic content analysis, our study identifies and integrates five new educational use themes-Games, Observation, Personification, Storytelling, and Student Authoring-and revises existing categories based on recent research. We observed shifts in the prevalence of themes, most notably an increase in uses related to data collection, interactive exploration and manipulation, contextual/media integration, and physical world simulation. We also discussed these changes in relation to recent technological advancements and the influence of emergency remote teaching during the COVID-19 pandemic. Moreover, our results provide an updated representation of immersive learning uses within the conceptual framework of immersion dimensions (system, narrative, agency), updating current research clusters and persistent gaps. By illustrating areas with limited exploration, such as highly interactive narrative experiences, or low-technology interactive uses, this paper informs future research directions and contributes to an understanding of how immersive environments are being employed for learning. This comprehensive mapping thus serves as a resource for researchers and educators aiming to leverage immersive learningenvironments. This paper builds on a shorter version accepted for inclusion in the proceedings of the iLRN 2025 conference, offering expanded results, additional analyses, and extended discussion that clarifies and deepens the original findings.

Abstract
This study focuses on exploring new formats and innovative approaches to digital storytelling in museums, offering a critical analysis of existing formats and proposing new perspectives. Initially, current digital storytelling formats are examined, ranging from mobile applications and augmented reality to interactive and multimedia exhibitions. Next, new paradigms and strategies are discussed that aim to expand the possibilities of public engagement and enrich museum experiences. Using a detailed method, careful selections, in-depth analyses and presentation of results are made that highlight both the potential and challenges of these new approaches. The final discussion contextualizes these practices in the current scenario of digital culture and suggests paths for future investigations and developments in the field of digital storytelling in museums. © 2025 Elsevier B.V., All rights reserved.