In this paper we present the significance of immersive virtual reality learning environment by a conducted research which emphasizes experience in learning. The case study presents the analysis and comparison of the results in students’ empathy and mastery learning between using a 360° video of a modern history topic – the World War II Kokoda campaign, against an immersive and interactive virtual world learning environment (Kokoda VR). Kokoda VR was developed to have an accurate recreation of places and events. By using photogrammetry of real locations and artefacts, in combination with animated characters, Kokoda VR places the students in the centre of the action. While each of the design techniques are not new to the development Virtual Reality Learning Environments (VRLEs), the combination and then application, created an immersive experience where students not only witness the event but also relive the experience. Participants in this study are high school and university students, who were divided into groups to use the 360° video and immersive virtual world application. Surveys and post-tests were conducted to identify how significant the enhancement is in the learners’ empathy, mastery learning and their relationship. Results show that using immersive and interactive virtual reality learning environment have significant improvement in empathy and mastery learning. The study also shows that there is a positive association between empathy and mastery learning but the results does not show sufficient evidence of a strong relationship.

Our study uses Virtual Reality (VR) to transport high school students into the mountains of Papua New Guinea during World War Two - the Kokoda campaign - to witness first-hand the hardships faced by both Australian and Japanese soldiers. By using photogrammetry of real locations and artefacts, in combination with animated characters, Kokoda VR places the students in the centre of the action. Results from data collected in two Australian high schools has shown that a linear narrative in the VR condition increases feelings of empathy for the soldiers, over the 360° video desktop application. Students using VR also reported higher levels of engagement than students using 360° video and the study found a positive correlation between high engagement and increased empathy in VR.

CBR-Tutor is an Internet agent-based tutoring system that uses case-based reasoning approach in providing adaptive instruction to its learners. Cases can quickly recognize whether a teaching strategy is relevant to apply in a given situation. It is composed of four types of agents. These are the system agent (SA), case facilitator agent (CFA), case-based information agent (CIA) and case-based tutor agent (CTA). The CTAs interact directly with the learner. It has a set of local cases, which are commonly used. If the local cases are not useful for the new situation, the CTA will request retrieval from the global set of cases. The CIAs are responsible for storing and retrieving cases from the global case libraries. These cases contain situations experienced by the CTAs in the system. This paper presents how cases are retrieved in CBR-Tutor.