A Modular Framework for Evidence-Based Selection of Immersive Learning Technologies

Educators face increasing pressure to adopt digital, immersive learning tools, yet the diversity of available technologies, ranging from H5-videos to Virtual Reality (VR), makes it difficult to assess their effort-benefit ratio. This uncertainty often leads to hesitation in implementation. To address this, the paper proposes a structured framework for selecting appropriate digital tools based on specific learning goals. The approach integrates the Reality-Virtuality Continuum and Bloom’s Taxonomy into a modular design catalogue. This three-dimensional framework aligns cognitive objectives, immersive technologies, and instructional strategies, while clearly balancing effort and benefit. The framework is illustrated through example applications in engineering education, showing how it can guide the design and selection of targeted learning modules. The result is an assistance that empowers instructors to make evidence-based decisions when adopting digital learning tools. Institutions benefit from reduced implementation risk, while students gain from more tailored instructional support and, ultimately, improved learning outcomes.