{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,14]],"date-time":"2025-10-14T00:46:41Z","timestamp":1760402801727,"version":"build-2065373602"},"reference-count":58,"publisher":"MDPI AG","issue":"4","license":[{"start":{"date-parts":[[2021,4,7]],"date-time":"2021-04-07T00:00:00Z","timestamp":1617753600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100004489","name":"MITACS","doi-asserted-by":"publisher","award":["IT14225"],"award-info":[{"award-number":["IT14225"]}],"id":[{"id":"10.13039\/501100004489","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["MTI"],"abstract":"<jats:p>This paper aims to explore the impact of a collective immersion on learners\u2019 engagement and performance. Building on Bandura\u2019s social learning theory and the theory on the sense of presence, we hypothesise that collective immersion has a positive impact on performance as well as cognitive, emotional and behavioural engagement. Ninety-three participants distributed in four conditions took part in the experiment. The four conditions manipulated the collective and individual dimensions of the learning environment as well as the high and low immersion of the learning material. The two conditions that offered a high immersion setting used two types of the novel immersive dome: a large one for collective immersion and a small one for individual use. All participants were presented with the same stimuli, an 8-min-long video of a virtual neighbourhood visit in Paris in the 18th century. The participants\u2019 reactions were measured during and after the task. The learning outcome, as well as the cognitive, emotional and behavioural engagement, were measured. Final results showed that collective immersion learning outcomes are not significantly different, but we find that collective immersion impacts the cognitive, emotional and behavioural engagement of learners.<\/jats:p>","DOI":"10.3390\/mti5040017","type":"journal-article","created":{"date-parts":[[2021,4,7]],"date-time":"2021-04-07T11:31:59Z","timestamp":1617795119000},"page":"17","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["An Exploratory Study on the Impact of Collective Immersion on Learning and Learning Experience"],"prefix":"10.3390","volume":"5","author":[{"given":"Ma\u00fflis Merveilleux","family":"Du Vignaux","sequence":"first","affiliation":[{"name":"HEC Montr\u00e9al, User Experience\/Marketing Department Montr\u00e9al, Montr\u00e9al, QC H3T 1T7, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7887-8521","authenticated-orcid":false,"given":"Pierre-Majorique","family":"L\u00e9ger","sequence":"additional","affiliation":[{"name":"HEC Montr\u00e9al, User Experience\/Marketing Department Montr\u00e9al, Montr\u00e9al, QC H3T 1T7, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5893-7443","authenticated-orcid":false,"given":"Patrick","family":"Charland","sequence":"additional","affiliation":[{"name":"D\u00e9partement de Didactique, Universit\u00e9 du Qu\u00e9bec, Montr\u00e9al, QC H2L 2C4, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Youness","family":"Salame","sequence":"additional","affiliation":[{"name":"HEC Montr\u00e9al, User Experience\/Marketing Department Montr\u00e9al, Montr\u00e9al, QC H3T 1T7, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4563-785X","authenticated-orcid":false,"given":"Emmanuel","family":"Durand","sequence":"additional","affiliation":[{"name":"Society for Arts and Technology, Montr\u00e9al, QC H2X 2S6, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Nicolas","family":"Bouillot","sequence":"additional","affiliation":[{"name":"Society for Arts and Technology, Montr\u00e9al, QC H2X 2S6, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0312-1532","authenticated-orcid":false,"given":"Myl\u00e8ne","family":"Pardoen","sequence":"additional","affiliation":[{"name":"CNRS, 69000 Lyon, France"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Sylvain","family":"S\u00e9n\u00e9cal","sequence":"additional","affiliation":[{"name":"HEC Montr\u00e9al, User Experience\/Marketing Department Montr\u00e9al, Montr\u00e9al, QC H3T 1T7, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1968","published-online":{"date-parts":[[2021,4,7]]},"reference":[{"key":"ref_1","first-page":"11","article-title":"Augmented Reality: An overview and five directions for ar in education","volume":"4","author":"Yuen","year":"2011","journal-title":"J. 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