An immersive virtual reality (iVR) game for high school students to learn about locations in their watershed with a primary focus on their city was designed and developed, employing a design model that focuses on flow. An exploratory study with the iVR game was conducted in an urban school in the eastern USA with 57 adolescents ages 16–18 from a population that is economically disadvantaged and includes students who are typically unengaged in traditional school-based learning environments. After game completion, the participants completed a 10-item survey measuring elements of flow and a 12-item survey designed to measure perceptions toward learning with VR games, immersion and presence. Participant focus groups were conducted with an emphasis on features that promoted engagement, learning, immersion, and presence. The findings revealed that all students experienced a flow state when they played the iVR learning game. Almost all users (98.1%) had positive attitudes towards using the iVR game. Students experienced high immersion and presence. In addition, students had favorable attitudes towards learning with iVR games in school environments.

设计和开发了一款沉浸式虚拟现实 (iVR) 游戏，供高中生了解其流域中的位置，主要关注他们的城市，采用专注于流动的设计模型。iVR 游戏的探索性研究是在美国东部的一所城市学校进行的，其中 57 名 16-18 岁的青少年来自经济弱势群体，其中包括通常不参与传统学校学习环境的学生。游戏完成后，参与者完成了一项 10 项调查，测量流动元素，以及一项 1​​2 项调查，旨在衡量对 VR 游戏、沉浸感和临场感学习的看法。进行了参与者焦点小组，重点是促进参与、学习、沉浸和存在的特征。调查结果显示，所有学生在玩 iVR 学习游戏时都经历了心流状态。几乎所有用户（98.1%）对使用 iVR 游戏持积极态度。学生体验到高度的沉浸感和临场感。此外，学生对在学校环境中使用 iVR 游戏进行学习的态度是积极的。