Abstract

Abstract
The study investigates the integration of Virtual Reality Learning Environments (VRLEs) in academic teaching through the EU-funded REVEALING project. Researchers from Cyprus, Germany, Greece, Poland, and Portugal developed and evaluated five different immersive VRLEs, each focusing on diverse educational topics, including ancient Greek technology, sea urchin measurements, linear algebra, and historical expeditions. The study aims to determine effective instructional design principles for VRLEs and assess students' acceptance and learning outcomes. The VRLEs were designed based on literature-derived principles that emphasise ease of tool usage, authentic experiences, and continuous feedback. Students from the participating universities explored these VR environments, providing feedback through a standardized questionnaire on aspects like immersion, ease of use, motivation, and emotions. Results show that most participants positively engaged with the VRLEs, reporting high motivation and positive emotional responses, particularly for experiences involving interactivity. However, challenges like motion sickness and technical issues were noted, especially at one institution. The findings suggest that immersive VR experiences can significantly enhance motivation and engagement, but their effectiveness depends on careful alignment with pedagogical goals, design quality, and user experience considerations.

Abstract
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.

Abstract
Self and co-regulation of learning (SCRL) are strategies that students can adopt to become more active and committed to their learning. Encouraging students to adopt these strategies is a challenge for teachers that can be met by using narratives as a teaching resource. To support teachers in this process, we present a method for evaluating, classifying, and reflecting on excerpts from immersive narratives for SCRL, so they objectively base their decision-making. The method was developed as an artifact of Design Science Research (DSR). In the Design stage of DSR, a 4-stage scheme was developed, and 38 criteria were described to identify and classify narratives that guide or encourage students to adopt SCRL strategies. In the DSR demonstration stage, we tested the method in an asynchronous e-learning curricular unit in Portuguese higher education, which uses a narrative-oriented immersive learning approach for SCRL, called e-SimProgramming. The results show that the graphic visualization of the classification made it possible to perceive the occurrence of the SCRL categories in the narratives, enabling the teacher to be inspired and reflect on the categories to be enhanced for necessary changes in the narrative in line with their pedagogical objectives.

Abstract
Achieving consistency in immersive learning case descriptions is essential but challenging due to variations in research focus, methodology, and researchers' background. We addresses these challenges by leveraging the Immersive Learning Case Sheet (ILCS), a methodological instrument to standardize case descriptions, that we applied to an immersive learning case on ancient Greek technology in VRChat. Research team members had differing levels of familiarity with the ILCS and the case content, so we developed a custom ChatGPT assistant to facilitate consistent terminology and process alignment across the team. This paper constitutes an example of how structured case reports can be a novel contribution to immersive learning literature. Our findings demonstrate how the ILCS supports structured reflection and interpretation of the case. Further we report that the use of a ChatGPT assistant significantly supports the coherence and quality of the team members development of the final ILCS. This exposes the potential of employing AI-driven tools to enhance collaboration and standardization of research practices in qualitative educational research. However, we also discuss the limitations and challenges, including reliance on AI for interpretive tasks and managing varied levels of expertise within the team. This study thus provides insights into the practical application of AI in standardizing immersive learning research processes.

Abstract
The Federal Institutes of Education, Science and Technology, created by Law No. 11,892 of December 2008 [1], offer a multicurricular and multi-campus education specialized in professional and technological education. Of the 679 campuses of Brazilian Federal Institutes (FI), all adopt the Integrator Project (IP) or similar, as a component of the training curriculum for the promotion and development of scientific initiation. Aimed at promoting interdisciplinarity, development of professional skills and potential for innovation combined with the theoretical knowledge acquired in the classroom. At IFRS (Instituto Federal de Educacao Ciencia e Tecnologia) - Ibiruba Campus, the classes of the Computer Technician Integrated to High School participate in Integrative Projects that cover different themes, multidisciplinary teams and diverse curricular components [2]. Combining PI with pedagogical practice, research, teaching and extension is fundamental. However, it is necessary to develop computational tools that help teachers and students for their development. In order to delimit a coherent path and clarify controversies, the first step is to perform a Systematic Review of Literature (RSL). The research presented results capable of guiding the necessary requirements for the development of a tool that establishes an effective interaction of the student to assist the creation of Integrating Projects.