We investigate the relationship between immersion and learning across three domains (cultural heritage, environmental awareness, and high school physics) through the lens of the Cognitive Affective Model of Immersive Learning (CAMIL) framework. We present three applications we developed for this investigation, highlighting their shared design elements and domain-specific mechanics. Using a common evaluation protocol across lab studies and a classroom deployment, we assessed learning outcomes, user experience, technology acceptance, presence/embodiment, and cybersickness. Our results show that immersive virtual reality led to higher scores for presence, user experience, and technology acceptance. In contrast, learning outcomes were mixed. In immediate post-test evaluations, factual knowledge scores were comparable between immersive virtual reality and control groups. In the end, we synthesize design guidelines that outline when immersive virtual reality might be most beneficial in didactic contexts, and we provide CAMIL-informed recommendations and strategies to improve learning outcomes and overall experiential quality.

翻译：本研究通过认知情感沉浸式学习模型框架，探究了沉浸式体验与学习效果在三个领域（文化遗产、环境意识与高中物理）中的关联。我们为此研发了三款应用，重点阐述其共享的设计要素与领域特定的交互机制。通过实验室研究与课堂部署中采用的统一评估方案，我们系统评估了学习成效、用户体验、技术接受度、临场感/具身性以及晕动症等维度。研究结果表明，沉浸式虚拟现实在临场感、用户体验和技术接受度方面均获得更高评分。然而，学习成效呈现分化态势：在即时后测评估中，沉浸式虚拟现实组与对照组的陈述性知识得分并无显著差异。最后，我们整合出设计准则以阐明沉浸式虚拟现实在教学情境中的最佳适用场景，并提供基于认知情感沉浸式学习模型的优化建议与策略，旨在提升学习成效与整体体验质量。