This work reflects upon what Immersion can mean from the perspective of an Artificial Intelligence (AI). Applying the lens of immersive learning theory, it seeks to understand whether this new perspective supports ways for AI participation in cognitive ecologies. By treating AI as a participant rather than a tool, it explores what other participants (humans and other AIs) need to consider in environments where AI can meaningfully engage and contribute to the cognitive ecology, and what the implications are for designing such learning environments. Drawing from the three conceptual dimensions of immersion - System, Narrative, and Agency - this work reinterprets AIs in immersive learning contexts. It outlines practical implications for designing learning environments where AIs are surrounded by external digital services, can interpret a narrative of origins, changes, and structural developments in data, and dynamically respond, making operational and tactical decisions that shape human-AI collaboration. Finally, this work suggests how these insights might influence the future of AI training, proposing that immersive learning theory can inform the development of AIs capable of evolving beyond static models. This paper paves the way for understanding AI as an immersive learner and participant in evolving human-AI cognitive ecosystems.

翻译：本研究从人工智能（AI）的视角反思“沉浸”这一概念的内涵。通过应用沉浸式学习理论，本文探讨这一新视角是否支持AI参与认知生态系统的可能途径。通过将AI视为参与者而非工具，本文探究在AI能够有意义地参与并贡献于认知生态的环境下，其他参与者（人类及其他AI）需要考虑哪些因素，以及设计此类学习环境所蕴含的意义。借鉴沉浸感的三个概念维度——系统、叙事与能动性，本研究重新诠释了沉浸式学习情境中的AI。本文概述了设计学习环境的实践意义：在此类环境中，AI被外部数字服务所环绕，能够解读数据中关于起源、变化与结构发展的叙事，并动态地作出响应，制定影响人机协作的操作性与战术性决策。最后，本研究指出这些见解如何可能影响AI训练的未来发展，提出沉浸式学习理论可为开发能够超越静态模型持续演进的AI系统提供理论依据。本文为理解AI作为沉浸式学习者及不断演进的人机认知生态系统中的参与者奠定了基础。