Bandura, A. (1977). Social Learning Theory. Prentice-Hall.

Bendeck Soto, J. H., Toro Ocampo, D. C., Beltrán Colon, L. del C., & Valencia Oropesa, A. (2020). Perceptions of ImmerseMe Virtual Reality Platform to Improve English Communicative Skills in Higher Education. International Journal of Interactive Mobile Technologies, 14(07), 4–19. https://doi.org/10.3991/ijim.v14i07.12181

Bowman, D. A, & McMahan, R. P. (2007). Virtual Reality: How Much Immersion Is Enough? Computer, 40(7), 36–43. https://doi.org/10.1109/MC.2007.257

Braun, V., & Clarke, V. (2021). Thematic Analysis: A Practical Guide. SAGE Publications: Thousand Oaks.
https://us.sagepub.com/en-us/nam/thematic-analysis/book248481

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Chen, Bing & Wang, Yunqing & Wang, Liang-Hui. (2022). The Effects of Virtual Reality-Assisted Language Learning: A Meta-Analysis. Sustainability, 14(6). https://doi.org/10.3390/su14063147

Chen, Y. Y. (2022). A Review of Research on Krashen’s SLA Theory Based on WOS Database (1974-2021). Creative Education, 13, 2147–2156. https://doi.org/10.4236/ce.2022.137135

Cheng, K. H., & Tsai, C. C. (2019). A case study of immersive virtual field trips in an elementary classroom: Students’ learning experience and teacher-student interaction behaviors. Computers & Education, 140. https://doi.org/10.1016/j.compedu.2019.103600

Cogburn, C. D., Bailenson, J. N., Ogle, E., Asher, T. & Nichols, T. (2018). 1000 cut journey. ACM SIGGRAPH 2018 Virtual, Augmented, and Mixed Reality. https://doi.org/doi.org/10.1145/3226552.3226575

Csikszentmihalyi, M. (2008). Flow: The Psychology of Optimal Experience. New York: Harper & Row. https://mitpressbookstore.mit.edu/book/9780061339202

Dale, E. (1969). Audio-Visual Methods in Teaching (3rd ed., p. 108). Holt, Rinehart & Winston, New York: Dryden Press.

Damasio, A. R. (2018). The Strange Order of Things: Life, Feeling, and the Making of Cultures. Vingage: NY.

https://www.penguinrandomhouse.com/books/231780/the-strange-order-of-things-by-antonio-damasio/

Davis, D. Z., & Chansiri, K. (2019). Digital identities – overcoming visual bias through virtual embodiment. Information, Communication & Society, 22(4), 491–505. https://doi.org/10.1080/1369118X.2018.1548631

Dede C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69. https://doi.org/10.1126/science.1167311

del Aguila, J., González-Gualda, L. M., Játiva, M. A., Fernández-Sotos, P., Fernández-Caballero, A., & García, A. S. (2021). How Interpersonal Distance Between Avatar and Human Influences Facial Affect Recognition in Immersive Virtual Reality. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.675515

Dewey, J. (2007). Experience and education. Free Press: NY.

https://www.simonandschuster.com/books/Experience-And-Education/John-Dewey/9780684838281

Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2020). Immersive virtual reality in K-12 and higher education: A 10-year systematic review of empirical research. British Journal of Educational Technology, 51(6), 2006–2033. https://doi.org/10.1111/bjet.13030

Fan, H., & Luo, Z. (2022). Functional integration of mirror neuron system and sensorimotor cortex under virtual self-actions visual perception. Behavioural Brain Research, 423. https://doi.org/10.1016/j.bbr.2022.113784

Farrow, R., & Iacovides, I. (2013). Gaming and the limits of digital embodiment. Philosophy & Technology, 27, 221–233.
https://doi.org/10.1007/s13347-013-0111-1

Gall, D., Roth, D., Stauffert, J.-P., Zarges, J., & Latoschik, M. E. (2021). Embodiment in Virtual Reality Intensifies Emotional Responses to Virtual Stimuli. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.674179

Geraets, C. N. W., Tuente, S. K., Lestestuiver, B. P., Beilen, M. van, Nijman, S. A., Marsman, J. B. C., & Veling, W. (2021). Virtual reality facial emotion recog- nition in social environments: An eye-tracking study. Internet Interventions, 25. https://doi.org/10.1016/j.invent.2021.100432

Guerra-Tamez, C. R. (2023). The Impact of Immersion through Virtual Reality in the Learning Experiences of Art and Design Students: The Mediating Effect of the Flow Experience. Education Sciences, 13(2).
https://www.mdpi.com/2227-7102/13/2/185

Hamilton, D., McKechnie, J., Edgerton, E. (2021). Immersive virtual reality as a pedagogical tool in education: A systematic literature review of quantitative learning outcomes and experimental design. J. Comput. Educ., 8, 1–32. https://doi.org/10.1007/s40692-020-00169-2

Huang, X., Zou, D., Cheng, G., & Xie, H. (2021). A Systematic Review of AR and VR Enhanced Language Learning. Sustainability, 13(9).

https://www.mdpi.com/2071-1050/13/9/4639

Jones, C., & Shao, B. (2011). The Net Generation and Digital Natives: Implications for Higher Education. Higher Education Academy, York.
https://www.advance-he.ac.uk/knowledge-hub/net-generation-and-digital-natives-implications-higher-education

Krashen, S. D. (1980). The monitor model for adult second language perfor- mance. In K. Croft (Ed.), Readings on English as a second language (pp. 213–221). Little, Brown and Company.

Krokos, E., Plaisant, C., & Varshney, A. (2019). Virtual memory palaces: Immer- sion aids recall. Virtual Reality, 23(1), 1–15.
https://doi.org/10.1007/s10055-018-0346-3

Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to Western thought. New York: Basic Books.

Lakoff, G., & Johnson, M. (2003). Metaphors we live by. The University of Chicago Press. https://press.uchicago.edu/ucp/books/book/chicago/M/bo3637992.html

Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
http://doi.org/10.1017/CBO9780511815355

Lee, Y. S., Rashidi, A., Talei, A., Beh, H. J., & Rashidi, S. (2023). A Comparison Study on the Learning Effectiveness of Construction Training Scenarios in a Virtual Reality Environment. Virtual Worlds, 2(1), 36–52. http://doi.org/10.3390/virtualworlds2010003

Li, Y., Ying, S., Chen, Q., & Guan, J. (2022). An Experiential Learning-Based Virtual Reality Approach to Foster Students’ Vocabulary Acquisition and Learning Engagement in English for Geography. Sustainability, 14(22). http://doi.org/10.3390/su142215359

Makransky, G., Lilleholt, L., & Aaby, A. (2017). Development and validation of the Multimodal Presence Scale for virtual reality environments: A confirmatory factor analysis and item response theory approach. Computers in Human Behavior, 72, 276–285. https://doi.org/10.1016/j.chb.2017.02.066

Marougkas, A., Troussas, C., Krouska, A. et al. (2023). How personalized and effective is immersive virtual reality in education? A systematic literature review for the last decade. Multimed Tools Appl.
https://doi.org/10.1007/s11042-023-15986-7

McGarr, O., O’Grady, E., & Guilfoyle, L. (2017). Exploring the theory-practice gap in initial teacher education: Moving beyond questions of relevance to issues of power and authority. Journal of Education for Teaching, 43(1), 48–60. https://doi.org/10.1080/02607476.2017.1256040

Park, S., Kim, S. P., & Whang, M. (2021). Individual’s Social Perception of Virtual Avatars Embodied with Their Habitual Facial Expressions and Facial Appearance. Sensors, 21(17). http://doi.org/10.3390/s21175986

Parong, J., & Mayer, R. (2018). Learning Science in Immersive Virtual Reality. Journal of Educational Psychology, 110(6), 785–797. https://doi.org/10.1037/edu0000241

Ragan, E. D., Sowndararajan, A., Kopper, R., & Bowman, D. A. (2010). The effects of higher levels of immersion on procedure memorization performance and implications for educational virtual environments. Presence, 19(6), 527–543. https://doi.org/10.1162/pres_a_00016

Rosa, H. (2015). Social Acceleration: A New Theory of Modernity (New Directions in Critical Theory). Columbia: Columbia University Press.

Suzuki, K., Nakamura, F., Otsuka, J., Masai, K., Itoh, Y., Sugiura, Y., & Sugimoto, M. (2017). Recognition and mapping of facial expressions to avatar by embedded photo reflective sensors in head mounted display. 2017 IEEE Virtual Reality (VR), 177–185. https://doi.org/10.1109/VR.2017.7892245

Vogt, A., Babel, F., Hock, P., Baumann, M., & Seufert, T. (2021). Immersive virtual reality or auditory text first? Effects of adequate sequencing and prompting on learning outcome. British Journal of Educational Technology, 52(5). https://doi.org/10.1111/bjet.13104

Yee, N., & Bailenson, J. N. (2006). Walk a mile in digital shoes: The impact of embodied perspective-taking on the reduction of negative stereotyping in immersive virtual environments. Proceedings of PRESENCE 2006: The 9th Annual International Workshop on Presence.