Virtual field trips have been thought of and implemented for several decades. For the most part, these field trips were delivered through desktop computers and often as interactive but strictly two-dimensional experiences. The advent of immersive technologies for both creating content and experiencing places in three dimensions provides ample opportunities to move beyond the restrictions of two dimensional media. We propose here a framework we developed to assess immersive learning experiences, specifically immersive virtual field trips (iVFTs). We detail the foundations and provide insights into associated empirical evaluations.
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