Learning in immersive environments: results of mixed-method research in university art laboratories = Apprendere in ambienti immersivi: risultati di una ricerca mixed-method in laboratori universitari artistici

The use of Virtual Reality (VR) technologies in education represents a rapidly spreading field that offers, according to the most recent literature, significant benefits for learning. One of the key factors to effectively introduce an immersive experience within any training-didactic pathway is represented by the approach (or preparatory) phase, which is essential to facilitate the student's familiarisation with the experience. This paper aims to discuss the main results of an exploratory mixed-method research that had as its primary objective to understand how different approach phases impact on the immersive experience in terms of learning outcomes, engagement and perceived sense of presence among a group of students of the Master degree in Philosophy. The paper concludes by sharing instructional design tips for effectively introducing immersive technologies in educational contexts.