Abstract
This paper investigates the impact of different immersive Virtual Reality (iVR) technological approaches in teaching and learning English as a Foreign Language (EFL). Specifically, this paper explores the passive iVR and interactive iVR in a real authentic learning context as didactic possibilities compared to the conventional method of listening, consisting of audio-only listening exercises. The study was conducted using university students of B1 level EFL classes. The dependent variables considered in the study were Knowledge Retention, Presence, User Satisfaction, Cybersickness, and Preferred Technology. Results indicated that users showed significant satisfaction and preference for using this technology for learning, revealing enjoyment and motivation which are vital factors when learning a foreign language. However, no significant differences were found between learning via traditional listening exercises or the virtual system. Correlation tests were conducted between the questionnaire subscales to understand better which elements can influence learning. The study concludes that using iVR-based learning tools to learn a foreign language as an alternative to audio listening can only produce a broader positive impact and greater motivation. The results also suggest that iVR can be a valuable tool in the education field for knowledge transfer and motivation when learning foreign languages.

Abstract
The adoption of immersive virtual experiences (IVEs) opened new research lines where the impact of realism is being studied, allowing developers to focus resources on realism factors proven to improve the user experience the most. We analyzed papers that compared different levels of realism and evaluated their impact on user experience. Exploratorily, we also synthesized the realism terms used by authors. From 1,300 initial documents, 79 met the eligibility criteria. Overall, most of the studies reported that higher realism has a positive impact on user experience. These data allow a better understanding of realism in IVEs, guiding future R&D.

Abstract
Virtual reality applications aimed at worker training to train professionals are more common with the virtual reality advancements observed in this day and age. More companies search for ways to improve the efficiency and efficacy of their training programs, whilst also reducing training costs. There are several training applications found in the literature, but not many focus on the theme of computer assembly, and only a few have options like an observer's menu or a scoring system. With that in mind, a training application for assembling computer towers was designed. This article will focus on the application's functionalities, the results of questionnaires made to evaluate its quality and usability and potential future work. The study realized had good results and a good, varied sample of volunteers, with a score of 93.4% in the custom-made questionnaire, a cyber-sickness (SSQ) score of 26.53%, a usability score (SUS) of 90% and a satisfaction (ASQ) score of 17.67%, being that a higher score is better in custom made and SUS questionnaires, and a lower score is better in the SSQ and ASQ questionnaires. Although this project is just a proof of concept, it focuses on a theme that will certainly be explored soon, with the rise of demand for training applications, the ever-growing gamer market, and workstations for the design of virtual reality applications, like the one described on this paper.

Abstract
How we perceive and experience the world around us is inherently multisensory. Most of the Virtual Reality (VR) literature is based on the senses of sight and hearing. However, there is a lot of potential for integrating additional stimuli into Virtual Environments (VEs), especially in a training context. Identifying the relevant stimuli for obtaining a virtual experience that is perceptually equivalent to a real experience will lead users to behave the same across environments, which adds substantial value for several training areas, such as firefighters. In this article, we present an experiment aiming to assess the impact of different sensory stimuli on stress, fatigue, cybersickness, Presence and knowledge transfer of users during a firefighter training VE. The results suggested that the stimulus that significantly impacted the user's response was wearing a firefighter's uniform and combining all sensory stimuli under study: heat, weight, uniform, and mask. The results also showed that the VE did not induce cybersickness and that it was successful in the task of transferring knowledge.

Abstract
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Abstract
The high costs associated with implementing and maintaining a training program based on immersive Virtual Reality (VR) technologies are a barrier to its adoption and widespread. This paper presents an Immersive VR training platform that intends to overcome such barriers. The Immersive VR platform was developed based on a real-usage case study conducted with an industry adopter. The case scenario focuses on training in the operation and maintenance of excavator machines. The industry partner has participated in the whole Immersive VR platform creation process, from conceptualization to its evaluation and validation. The Immersive VR training platform comprises two main modules: an authoring tool for an easy creation/update of training scenarios that supports industry-standard 3D models to ensure that they are continually updated when new products are released to the market and the training simulators that allow running training sessions regarding operation and maintenance of forestry machines. An exploratory usability evaluation of the training simulators created with the Authoring Tool revealed them as viable, validating the immersive VR platform. Limitations and future research directions are discussed to pave the way in this application field. © 2023 IEEE.