Immersive Learning and Its Use in Virtual Education

Universidad Icesi in Cali, Colombia has several virtual education programs in which most courses are asynchronous with weekly complementary Zoom meetings. In a virtual master’s degree course, the need to enhance interaction, promote collaborative learning, and replicate dynamic, face-to-face poster presentations became apparent. Therefore, in 2021, immersive virtual reality (IVR) was integrated into the course to achieve this goal.

In recent years, virtual reality (VR) technologies have become widely used. They are: “computer modeling and simulation that enables a person to interact with an artificial three-dimensional (3D) visual or other sensory environment” [1]. Specifically, IVR is understood as a “subset of virtual reality technology designed to offer users a heightened sense of presence and immersion in a digital environment” [2].

The democratization of VR technologies has fueled the growth of immersive learning, a pedagogical approach that mirrors reality to engage students in situations that promote interaction and encourage collaboration. In digital versions, this approach integrates text, audio, and graphics, as well as emotions and sensations, to promote meaningful learning with the help of VR or IVR technologies.

Currently, research on the impact of IVR technologies in education has shown diverse and positive implementations in different contexts, as costs have decreased over time, making them more accessible. Table 1, which expands on the works of  Coban et al. [3] and is based on samples of 3,179 students (847 in K-12 and 2,332 in higher education), summarizes the potential of these technologies in learning processes. A general conclusion of the studies referenced in Table 1 is that VR technologies are an effective tool in learning environments and can contribute to the development of skills among students.

Table 1. Potential of immersive virtual reality in education [3].

These studies highlight that IVR technologies can improve learning processes, especially in students’ acquisition of knowledge and skills, compared to traditional virtual education. They also note that classroom activities are enhanced through these technologies as learners interact with resources and among peers and engage in constant mental and/or physical activation of the senses, as seen in Figure 1 [4].

Figure 1. Immersive learning room (courtesy of INNLAB Universidad Icesi).

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Defining Immersive Virtual Reality (IVR)

IVR enhances virtual reality by combining the properties of 3D environments with the ability to experience presence through mental or physical immersion and the ability to learn through an educational activity [4]. From a technical point of view, there are three systems that can be applied to interaction processes in VR environments. The first is the desktop computer, where users interact with content through peripherals (keyboard and mouse). The second, the helmet-mounted display (HMD), is a visual system mounted directly on the head, such as a helmet or glasses, that allows computer-generated content to be displayed on a screen very close to the eyes. Finally, the cave automatic virtual environment (CAVE) is a cube-shaped room with projectors facing the walls, floor, and ceiling to display images [5, 6]. The educational experience presented in this article, as shown in Figure 2, illustrates the use of the first two systems.

Figure 2. An immersive room using a desktop computer and helmet-mounted display (HMD) (courtesy of INNLAB Universidad Icesi).

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Immersive Learning at Universidad Icesi

Since 2018, Universidad Icesi has developed 22 virtual education programs, impacting 753 students across the country. Most of the courses have been developed asynchronously, with periodic meetings through video conferencing tools such as Zoom. In 2021, the Icesi Virtual team was asked to help enrich interaction in these meetings using IVR technologies.

The need appeared in a course for the master's program in ICT for education.  As part of the applied ethics capstone project, students, who are teachers from public and private institutions at all levels of education, created an interactive presentation of ICT-mediated teaching strategies that analyzed moral tensions in their teaching practice. On the final day, the class met in a video conference and each team presented their interactive product, which had previously been uploaded to a digital whiteboard (Padlet).

In the first iterations of the course, the presentations felt static and did not reflect the intention of reflective, real-time interaction. The professor looked for ways to make this important moment more like the poster presentations that are common in face-to-face education. Given the geographical range of participants in virtual programs, on-campus meetings are not plausible. IVR emerged as an alternative to recreate the in-person meeting experience and, thus, promote collaborative learning. Initially, the vision was to build environments that could be improved over time. Since then, through user feedback, development has evolved to meet the pedagogical needs of the context. The outcome of these changes was remarked upon in the following student testimony: "The final interaction in the metaverse was innovative, creative, and explored different concepts. It also encouraged reflection and exemplified the important integration of morality, ICT, and ethics in everyday life."

An Immersive Space Evolves Over Time

After studying the context, the Icesi Virtual team reviewed different platforms to support the process: Mozilla Hubs, Kumospace, Gather, among others. These platforms allowed for the gradual construction and final selection of the environment best suited to the methodological and didactic requirements previously defined.

The first version of the immersive room (see Figure 3) sought to create a dialogic space for collaborative learning by simulating an exhibition hall for final coursework and encouraging peer interaction, primarily through computer peripherals (keyboard and mouse).

Figure 3. The first iteration of an immersive room using Mozilla Hubs.

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Subsequently, to improve the students' experience in virtual encounters and to create a physical connection with the university campus, a search for new platforms began, creating new versions of the immersive space (see Figure 4). In addition, computer-assisted design (CAD) tools were used to replicate some campus spaces and add more actions of immersive learning processes. In the words of the instructor: "For virtual students, the feeling of visiting the university and interacting directly with their classmates represents a decisive step forward in the development of their competencies."

Figure 4. A timeline showing the platforms used to construct and implement the immersive learning room from 2021–2024.

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The above process involved constant monitoring of user participation and considering recommendations found in international, national, and regional IVR experiences. Additionally, three disciplines were involved in this experience: pedagogy (expertise in curricular design), design (conception of virtual environments), and engineering (project management of different phases). This cohesive effort successfully created an immersive environment to reshape the traditional vision of learning in virtual education.

The innovation and development methodology (see Figure 5) was structured on agile methodologies, CRISP-DM methodologies [5], and educational action research principles.

Figure 5. Methodology used for the implementation of the immersive learning room.

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The Learning Experience in Action

The project received positive feedback from the students, who participated actively (see Figure 6). They accentuated the benefits of interacting with colleagues through the different avatars and moving around in a virtual classroom/exhibition hall. They also highlighted the development of peer-to-peer learning that enhanced their educational process. The immersive space now strengthens their sense of institutional belonging by simulating the campus, as shown in Figure 7, which is a replica of the Innovation Laboratory (INNLab). Likewise, it fosters student interaction and collaboration and provides the teachers in training with valuable tools to use later in their pedagogical contexts.

Figure 6. Final ICT-mediated class—immersive learning room.

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Figure 7. User tests—immersive learning room.

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Recommendations

During the implementation of an IVR experience, it is vital to engage in rigorous and constant reflection about its potential impact on learning processes from a technical and pedagogical point of view. 

The success of an immersive learning project depends on an interdisciplinary team. First, on board educators with expertise in immersive and inductive pedagogy. Then, integrate experts in design and multimedia technologies who design digital environments and parameterize evaluation throughout the educational process, among other aspects. It is also crucial to allocate time to train all participants to move in immersive spaces, without assuming any pre-existing technological competence. These platforms require hardware with sufficient capacity for the chosen applications. It is also necessary to evaluate connectivity limitations in remote regions to avoid providing an incomplete experience for some users. IVR can create additional accessibility barriers for people with special educational needs. It is recommended that reasonable accommodations be planned to ensure their inclusion in the learning experience.

To support the success, sustainability, and widespread use of these technologies, it is essential to design a support structure that can meet growing demand. This structure should be flexible, adaptable,d able to cater to the needs of different users (students, teachers, and administrators). In addition, it must consider the characteristics of each learner, such as technical skills, learning preferences, and accessibility conditions, to ensure an equitable and enriching immersive experience for all.

The deployment of IVR in educational processes involves a careful balance of pedagogy, technology, and design to enrich the learning experience in the immersive room. IVR settings should consider the cognitive load that can result from the stimulation of multiple senses. Generally, digital spaces with minimalist and intuitive setups can facilitate content mastery and encourage interaction with other users. Furthermore, careful planning of the learning experience and a focus on the learning objectives are essential for the success of an IVR implementation.

The experience conceived at Universidad Icesi can be extended to other teaching environments if it follows a roadmap that understands the student’s needs, the educational context, the appropriate usage of technologies, and immersive pedagogical approaches.

References

About the Authors

José Hernando Bahamón L. is an Electronic Engineer from Universidad del Cauca, with a specialization in Administration from Universidad Icesi, a master's degree in University Management from Universidad de los Andes, and a Ph.D. in Educational Sciences from Universidad de Sevilla, Spain. He has been affiliated with Universidad Icesi since 1988, where he has served as Head of the Department of Systems Engineering (1988–1998), Director of the Systems Engineering Program (1998–2000), and currently as Academic Director. Throughout his career, he has combined university management with teaching and research, developing extensive expertise in the design of academic programs, the professional training of engineers, and the advancement of institutional policies focused on educational quality and innovation. His leadership continues to strengthen Universidad Icesi’s commitment to academic excellence and the continuous improvement of higher education.

Elizabeth Muñoz Lizarralde is a systems engineer, specialist in Organizational IT Management, and holds a master's degree in project management. Certified as a Scrum Master, she has extensive experience leading teams focused on developing technological solutions and managing innovation projects. Since 2017, she has been part of Universidad Icesi, where she began as Head of Processes and currently serves as Director of Icesi Virtual. In this role, she leads the development and consolidation of the university’s virtual program portfolio, coordinating an interdisciplinary team in technology and curriculum design. Her leadership emphasizes academic quality, technological readiness, and the continuous integration of innovations that enhance teaching and learning experiences in digital environments.

Diana Lorena Rengifo Rivera is the curriculum design leader for virtual education at Universidad Icesi. With over a decade of experience, she specializes in developing and managing educational programs supported by digital technologies. Her work spans teaching in both virtual and face-to-face settings, advising on educational innovation, and training educators in ICT integration. She focuses on designing meaningful learning experiences, internationalizing curricula, and fostering digital citizenship. Diana has also taught French and English as foreign languages, enriching her practice with an intercultural perspective. Her approach blends design thinking with narrative and multimedia strategies to enhance teacher development and learning outcomes, contributing to the ongoing transformation of digital pedagogy in higher education.

Iván Darío Erazo González is a Mechatronic Engineer with a solid background in electronics and electromechanics. He holds a master's degree in education, with an emphasis on teacher training, as well as a master's degree in Energy Systems Engineering and a master's degree in project management from Universidad Autónoma. His career combines academic and professional experience, with more than ten years of teaching at different educational levels, from secondary school to university. In addition, he has seven years of experience in the industrial sector, working in fields related to automation and process control. His work is characterized by the integration of engineering and education, aiming to strengthen technical teaching through innovative pedagogical approaches focused on problem-solving and the development of applied competencies in real technological contexts.

Sergio Andrés Velásquez Reina is the Senior Technological Designer of Digital Educational Resources for Education at Universidad Icesi. He has over eight years of experience in creating and transforming content for virtual education, contributing his expertise to the design of technology-mediated learning experiences. As a Master in Innovation, his work focuses on developing creative and innovative strategies that make knowledge delivery more meaningful and accessible to students. His professional practice centers on integrating multimedia elements and technological tools that enhance teaching and strengthen educational processes. Convinced that innovation and pedagogy must go hand in hand, Sergio Velásquez is committed to building dynamic, engaging, and effective virtual learning environments that respond to the current needs of education and foster a more connected and creative academic community.

Isabel Eraso Cantor is an anthropologist and literature graduate from Universidad Icesi, Colombia. She works on project-based initiatives at the university’s Eduteka Center, supporting research, educational analysis, and the design of pedagogical strategies focused on the intersection of education and ICT. Her research interests include educational interventions through literature, life-story narratives of migratory trajectories, cultural management of libraries, and curriculum design for virtual learning experiences. Isabel has contributed to the development of educational materials and facilitated reading and writing workshops for school-aged youth. She also promotes creative pedagogical approaches that integrate art, writing, and technology to foster self-expression, social reflection, and environmental awareness in educational and university settings.

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