There has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many studies on the topic. There are recent reviews which summarize this research, but little work has been done that synthesizes the existing findings into a theoretical framework. The Cognitive Affective Model of Immersive Learning (CAMIL) synthesizes existing immersive educational research to describe the process of learning in IVR. The general theoretical framework of the model suggests that instructional methods which are based on evidence from research with less immersive media generalize to learning in IVR. However, the CAMIL builds on evidence that media interacts with method. That is, certain methods which facilitate the affordances of IVR are specifically relevant in this medium. The CAMIL identifies presence and agency as the general psychological affordances of learning in IVR, and describes how immersion, control factors, and representational fidelity facilitate these affordances. The model describes six affective and cognitive factors that can lead to IVR-based learning outcomes including interest, motivation, self-efficacy, embodiment, cognitive load, and self-regulation. The model also describes how these factors lead to factual, conceptual, and procedural knowledge acquisition and knowledge transfer. Implications for future research and instructional design are proposed.

最近，在教育和培训中对基于沉浸式虚拟现实（IVR）的课程的兴趣和实施激增，导致对此主题进行了许多研究。最近有一些综述总结了这项研究，但几乎没有工作将现有的发现综合到一个理论框架中。沉浸式学习的认知情感模型（CAMIL）综合了现有的沉浸式教育研究，以描述IVR中的学习过程。该模型的一般理论框架表明，基于来自较少沉浸式媒体的研究证据的教学方法可以普遍应用于IVR中的学习。但是，CAMIL建立在媒体与方法相互作用的证据之上。就是说，某些促进IVR提供的方法在该介质中特别相关。CAMIL将存在和代理作为IVR中学习的一般心理承受能力，并描述了沉浸感，控制因素和代表忠诚度如何促进这些承受能力。该模型描述了六个可以导致基于IVR的学习成果的情感和认知因素，包括兴趣，动机，自我效能感，体现力，认知负荷和自我调节。该模型还描述了这些因素如何导致事实，概念和程序知识的获取和知识转移。提出了对未来研究和教学设计的启示。该模型描述了六个可以导致基于IVR的学习成果的情感和认知因素，包括兴趣，动机，自我效能感，体现力，认知负荷和自我调节。该模型还描述了这些因素如何导致事实，概念和程序知识的获取和知识转移。提出了对未来研究和教学设计的启示。该模型描述了六个可以导致基于IVR的学习成果的情感和认知因素，包括兴趣，动机，自我效能感，体现力，认知负荷和自我调节。该模型还描述了这些因素如何导致事实，概念和程序知识的获取和知识转移。提出了对未来研究和教学设计的启示。