E82 Students' Perceptions of Learning Across Virtual Reality Environments (Short paper) learners' developmental readiness appears essential for effective immersive learning design. Keywords: Immersive Learning, Virtual Reality in Education, Perceived Learning, Educational Technology. Introduction Immersive technologies offer new opportunities for experiential learning by allowing students to engage with digitally simulated environments that support presence, interactivity, and emotional involvement (Crogman et al., 2025; Makransky & Petersen, 2021). In education, these systems vary widely in immersion level – from Desktop VR (DVR), 3D environments on a computer screen, to Immersive Rooms (IR) that project 360° visuals across classroom walls, and fully immersive VR headsets, which envelop learners' visual and auditory channels (Radianti et al., 2020). Despite their growing use, little is known about how these technologies shape students' perceived learning - their cognitive, emotional, and social sense of understanding - in K–12 settings. Research shows that children's cognitive and attentional capacities influence their responses to immersive environments (Makransky & Lilleholt, 2018), and that teacher experience affects how such environments are structured and delivered during instruction (Serrano-Ausejo et al., 2024). Research Aims and Objectives The current research examined students' self-perceived sense of immersion and perceived learning when engaging with three types of immersive technologies that differ in their level of immersiveness: DVR, IR and VR. The study addressed the following research question: How do immersive technologies (DVR, IR and VR) differ in their effects on students' perceived immersion and cognitive, emotional, and social learning, and to what extent are these effects influenced by teacher experience and student age? Methodology Participants The study involved 252 students aged 9–16 from existing classroom groups in Israeli schools. Across all schools, immersive lessons covered multiple subject areas (e.g., science, technology, social studies, foreign languages/ESL, social-emotional learning, geography, and mathematics). Students participated in one of three immersive technology formats: DVR (n = 95), IR (n = 81), or VR (n = 76). Age groups were 9–12 (n = 113), 13–14 (n = 91), and 15–16 (n = 48). Due to school scheduling, no students aged 15–16 participated in the DVR condition. Teacher experience was categorized as 1–2 years (n = 27), 3–5 years (n = 107), and 6+ years (n = 118). Measures Immersion was measured using items adapted from Selzer and Castro (2023). Cognitive, emotional, and social learning were assessed using the validated Perceived Learning Questionnaire (Blau &
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