Abstract
Virtual reality (VR) is still a field that is in constant development, and people are trying to use it to have a close representation of reality by creating immersive environments. However, despite the existence of some tools that have been adapted to work with VR, they require some experience to work with, and there is a considerable amount of resources that need to be spent to create and maintain the VR experiences, which prevents the adoption and use of all the benefits that VR can bring. This work proposes an architecture for an authoring tool that allows users to create their own virtual experiences without the need for an extensive understanding of it and use them to create a virtual training exercise. This paper uses a case study built upon a real training context scenario applied to the agroforestry field. To validate this proposal, a prototype was built and subject to usability and satisfaction tests that demonstrated the ease of understanding and learning of the interfaces and all the functionalities implemented.

Abstract
This paper aims to evaluate how different combinations of multisensory stimuli affect the vividness of users' mental imagery in the context of virtual tourism. To this end, a between-subjects experimental study was conducted with 94 participants, who were allocated to either a positive or a negative immersive virtual environment. The positive environment contained only pleasant multisensory stimuli, whereas the negative contained only unpleasant stimuli. For each of the virtual experiences, a multisensory treasure hunt was developed, where each object found corresponded to a planned combination of stimuli (positive or negative, accordingly). The results showed that positive stimuli involving a higher number of sensory modalities resulted in higher reported vividness. In contrast, when the same multisensory modalities were delivered with negative stimuli, vividness levels decreased - an effect we attribute to potential cognitive overload. Nevertheless, some reduced negative combinations (audiovisual with smell and audiovisual with haptics) remained effective, indicating that olfactory and haptic cues play an important role in shaping users' vividness of mental imagery, even in negative contexts.

Abstract
Throughout the Virtual Reality (VR) literature, we find different terms to define the same concepts as well as the same terms addressing different concepts. This issue can easily cause misinterpretations and difficulty in the analysis of papers from different authors. This work addresses this terminology confusion through a detailed analysis of current key concepts, how they have been employed, comparing them to other concepts, and proposing adaptations to their definitions to reduce conceptual overlap while preserving the original terms. In this work, we reviewed widely used terms in VR: Fidelity, Realism, Immersion, Presence, and Coherence. We also identified and discussed derivative terms, such as Place Illusion, Plausibility Illusion, Sensorimotor Contingencies, Multisensory, Virtual Content, Objective and Subjective Realism, and Objective and Subjective Internal Coherence. We proposed how these distinct concepts can be separated, merged, and linked, providing a clearer terminology for future use and discussing the implications of this terminology.

Abstract
Handheld controllers are standard in immersive virtual reality (iVR), but the rise of natural hand-based interactions exposes the limitations of hand gestures, especially for point-and-click tasks with graphical user interfaces (GUI). This shows the need to explore alternative hands-free selection methods. Unlike most studies focusing on the selection task itself, this work evaluates the impact of such methods on multiple dimensions when selections occur alongside another primary task. The tested methods were: head gaze + dwell, leaning, and voice; eye gaze + dwell, leaning, blinking, and voice; and voice-only. Controllers served as the baseline. Methods were further analyzed by pointing and confirming mechanisms. Four dimensions were analyzed: (1) iVR experience, (2) user satisfaction, (3) usability, and (4) efficiency and effectiveness. With 72 participants, results show hands-free methods provide comparable experiences to controllers, suggesting selection methods have a lower impact on the user experience when users focus on a primary task.

Abstract
Immersive Virtual Reality (iVR) is a promising educational tool for learning a second/foreign language. However, interactive iVR studies remain in their infancy, with more research required to validate what and how it can be implemented. This study focuses on the English listening dimension and evaluates the impact of a realistic interactive iVR compared to traditional listening exercises. The results were favourable and indicated that interactive iVR positively impacts the users' knowledge retention compared to a traditional listening approach. Likewise, the users revealed a preference for using iVR for learning when compared to traditional listening exercises, as well as higher user satisfaction with the iVR experiment.

Abstract
This paper presents a study comparing different user interface modes (Controller-Based Selection, Object Interaction, and Voice Recognition) within immersive Virtual Reality (iVR) environments for foreign language learning. Given the rapid advancements and potential of iVR in education, there is a need for focused research on optimising user interfaces for effective learning experiences. This study aimed to identify optimal interfaces for integrating iVR applications as complementary educational tools while gauging student preferences. Participants engaged in interactive learning tasks across the three conditions, with assessments focused on System Usability, Presence, User Satisfaction, Cybersickness, Learning Outcomes, and Task Duration. Findings indicate high usability across all conditions, with a preference observed for Controller-Based Selection and Object Interaction. Object Interaction showed strong motivational appeal but required more time to complete tasks than Controller-Based. Therefore, for time-constrained educational settings, the Controller-Based Selection interface is practical due to its lower physical effort requirement. Despite recent advances, our study found Voice Recognition interaction to be the least preferred interaction method, indicating a need for further technological improvements to boost its acceptance and effectiveness in educational contexts.