Abstract
Self-regulation of learning (SRL) plays a decisive role in learning success but characterizing learning environments that facilitate development of SRL skills constitutes a great challenge. Given the growing interest in Immersive Learning Environments (ILE), we sought to understand how ILE are built with attention to SRL, via a literature review of pedagogical uses, practices and strategies with ILE that have an explicit focus on SRL. From a final corpus of 25 papers, we collected 134 extracts attesting use of ILE for SRL. We classified and mapped them using the Beck, Morgado & O’Shea framework and its three dimensions of the immersion phenomenon: system, narrative and challenge. There is a predominance of uses of ILE for SRL aligned with Challenge-based immersion: Skill Training, Collaboration, Engagement, and Interactive Manipulation and Exploration. In contrast, uses aligned with System-based immersion (Emphasis, Accessibility, Seeing the Invisible) were not identified. There were few cases of use of Narrative-based immersion. Uses combining the three dimensions of immersive had residual prevalence. We concluded that there is greater tendency in studies of SRL in ILE to enact active roles (aligned with the Challenge dimension of immersion). The low prevalence of Narrative immersion and System immersion evidence gaps in the diversity of pedagogical uses of ILE to develop SRL, which indicate opportunities for research and creation of innovative educational practices.

Abstract
The research areas of the Immersive Learning community cover many different interests and perspectives on teaching and learning with immersive technologies. Based on existing efforts to map the field of research, we gathered 35 participants at the iLRN 2022 conference during an open hybrid workshop. These volunteers formed expert groups focusing on five possible perspectives on Immersive Learning. The expert groups gathered and summarized possible research questions with regards to an “Agenda 2030”, meaning the most intriguing questions that should be addressed during the years to come. We let all participants vote on these research endeavors regarding their academic value and importance for the community. As a results, we gathered a total of 23 ranked questions. These questions were subsumed into ten topics forming a Research Agenda for Immersive Learning 2030 (RAIL.2030).

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The Second Life platform unites various technologies: 3D virtual environments, virtual reality, Internet connection between participants and the possibility of customization of the three-dimensional content. It is a virtual collaborative environment that allows users to explore digital worlds and interact with others in real time. Increasingly, new peripherals to interact with virtual environments are emerging in the market, and good examples of this are 3Dconnexion's 3D controllers. These are designed to be easy to use, allowing users to zoom, move around in space and rotate 3D objects with a simple hand tap on the device. With this project we wanted to identify usability problems among 3Dconnexion's devices in Second Life 3D virtual environment. We created a usability test and implemented it. With its data we identified usability features of these 3D controllers.

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