This book constitutes the revised selected papers of the 11th International Conference on Immersive Learning, iLRN 2025, held in Chicago, IL, USA, during June 15–19, 2025. The 23 full papers presented in this volume were carefully reviewed and selected from 57 submissions. They were categorized under the topical sections as follows: Foundations in Immersive Learning Research and Theory; Assessment and Evaluation (A&E); Inclusion, Diversity, Equity, Access, and Social Justice (IDEAS); STEM Education (STEM); Medical & Healthcare Education (MHE); Workforce Development & Industry Training (WDIT); Self and Co-regulated Learning with Immersive Learning Environments (SCILE); Special Track 1: Immersive learning across Latin America: State of Research, Use Cases and Projects; Special Track 2: Navigating Grand Challenges: Immersive Learning & Global Solutions (iLRNGrandChallenges); and Special Track 3: Sustainable Development and Immerse Learning in the Climate Emergency.
.- Foundations in Immersive Learning Research and Theory: .- Exploring Space and Non-Verbal Interaction in Instructional Design in Immersive Collaborative Learning. .- Physiological and Psychological Responses to Varying Levels of VR Immersion: A Study of User Experience. .- Presence in Augmented Learning: An Empirical Study Leading to a New Questionnaire Proposal. .- An Explosion of the Uses of Immersive Learning Environments: A Mapping of Reviews Update. .- Why do Primary School Pupils Engage in Augmented Reality Educational Activities? A Uses and Gratification Theory Perspective. .- You’re My Only Hope: An Exploration of the Advantages and Disadvantages of Lecturers as Holograms. .- Escaping the Maze: Enhancing Teamwork and Collaboration in Higher Education through a Gamified Virtual Reality Experience. .- Assessment and Evaluation (A&E): .- Expert-Based Review and Evaluation of the Gamified Mixed Reality Application from a User Experience Perspective. .- Exploring the Benefits of Immersive Technologies in Elementary Physical Education. .- Leveraging VR Tools for Inclusive Education: Implications from Sign Language Learning in VRChat. .- Rethinking the Extended Reality and Autism Research Agenda: Toward Neurodiversity-Affirming, Transdiagnostic, Inclusive Design. .- The Ethical Choices with Educational Technology (ECET) Immersive Technologies Decision Support Framework. .- Enhancing Multiliteracy through Virtual Reality: An Inclusive Approach to Critical Immersive-Triggered Literacy. .- STEM Education (STEM) .- Systematic Literature of Immersive Learning Design with Virtual Reality for STEM Education in Higher Education. .- Examining the Acceptance of First-Person View Drones through Head-Mounted Displays in STEM Education by In-Service Teachers. .- Medical & Healthcare Education (MHE): .- Designing a Virtual Reality Operating Room Learning Tool for Novice Healthcare Students. .- From Presence to Acceptance: Exploring the Influence of Sense of Presence on Immersive Learning Technology Acceptance and Reasoning. .- Workforce Development & Industry Training (WDIT): .- Greens Do Good: A Hydroponic Vertical Farm Augmented and Virtual Reality Training Prototype for Autistic Trainees. .- Self and Co-regulated Learning with Immersive Learning Environments (SCILE): .- Lowering the Barriers for Designing Immersive Learning Environments: ImmersityXR Framework. Special Track 1: Immersive learning across Latin America: State of Research, Use Cases and Projects: .- Immersive Learning in Teaching Geomatics for Engineering Students. .- The Impact of Virtual Transition Spaces on Learning Engagement and Memory Retention. .- SpecialTrack 2: Navigating Grand Challenges: Immersive Learning & Global Solutions (iLRNGrandChallenges): .- Immersion for AI: Immersive Learning with Artificial Intelligence. .- Special Track 3: Sustainable Development and Immerse Learning in the Climate Emergency: .- Design of a 3D Model-based Augmented Reality Tool for Engineering Learning.
