| Summary: | Abstract Immersive virtual reality is increasingly regarded as a viable means to support learning. Cave Automatic Virtual Environments (CAVEs) support immersive learning in groups of learners, and is of potential interest for educational institutions searching for novel ways to bolster learning in their students. In previous work we have shown that the use of a CAVE-based virtual learning environment yielded higher learning gains compared to conventional textbook study. Yet, few prior studies have explored the circumstances that yield a trade-off between learning gains and the practical feasibility of providing immersive learning to large student numbers. To gain insight into these circumstances the current study examined two factors: (1) group size (small, medium and large), and (2) time of application (pre-, mid- and late-term of a course). Results indicated learning gains were present for all group sizes and application time periods, with highest learning gains in smaller groups. Learning gains were consistent across application time periods. Additionally, structural equation modeling was applied to assess how learning may result from the use of immersive virtual reality. Results indicated technological virtual reality features predicted learning outcomes via self-reported usability but less so via self-reported presence. Based on the findings, recommendations are presented for effective immersive learning for different group size and application time period configurations. Taken together, the current study elucidates factors affecting learning in immersive virtual reality and facilitates its use in educational practice.
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