Abstract
Presence is often used to evaluate Virtual Reality (VR) applications. However, the raw scores are hard to interpret and need to be compared to other data to be meaningful. This paper leverages a database of 1909 responses to the Igroup Presence Questionnaire (IPQ) in different contexts to put forward a scale that qualitatively interprets raw Presence scores for VR experiences. The qualitative grading encompasses the acceptability dimension and analogous academic grading scales ranging from A to F and the adjective of such scores in a scale from Excellent to Unacceptable. Furthermore, the qualitative grading system encompasses Presence and its subscales Spatial Presence, Involvement, and Experienced Realism as defined by the IPQ. Adopting this grading system, supported by a robust dataset of Presence scores, enables practitioners to evaluate and interpret individual IPQ scores, allowing them to gain insights regarding the evaluated applications' effectiveness.

Abstract

Abstract
The adoption of immersive virtual experiences (IVEs) opened new research lines where the impact of realism is being studied, allowing developers to focus resources on realism factors proven to improve the user experience the most. We analyzed papers that compared different levels of realism and evaluated their impact on user experience. Exploratorily, we also synthesized the realism terms used by authors. From 1,300 initial documents, 79 met the eligibility criteria. Overall, most of the studies reported that higher realism has a positive impact on user experience. These data allow a better understanding of realism in IVEs, guiding future R&D.

Abstract
This paper investigates the impact of different immersive Virtual Reality (iVR) technological approaches in teaching and learning English as a Foreign Language (EFL). Specifically, this paper explores the passive iVR and interactive iVR in a real authentic learning context as didactic possibilities compared to the conventional method of listening, consisting of audio-only listening exercises. The study was conducted using university students of B1 level EFL classes. The dependent variables considered in the study were Knowledge Retention, Presence, User Satisfaction, Cybersickness, and Preferred Technology. Results indicated that users showed significant satisfaction and preference for using this technology for learning, revealing enjoyment and motivation which are vital factors when learning a foreign language. However, no significant differences were found between learning via traditional listening exercises or the virtual system. Correlation tests were conducted between the questionnaire subscales to understand better which elements can influence learning. The study concludes that using iVR-based learning tools to learn a foreign language as an alternative to audio listening can only produce a broader positive impact and greater motivation. The results also suggest that iVR can be a valuable tool in the education field for knowledge transfer and motivation when learning foreign languages.

Abstract
The expansion of augmented reality across society, its availability in mobile platforms and the novelty character it embodies by appearing in a growing number of areas, have raised new questions related to people's predisposition to use this technology in their daily life. Acceptance models, which have been updated following technological breakthroughs and society changes, are known to be great tools for predicting the intention to use a new technological system. This paper proposes a new acceptance model aiming to ascertain the intention to use augmented reality technology in heritage sites-the Augmented Reality Acceptance Model (ARAM). ARAM relies on the use of the Unified Theory of Acceptance and Use of Technology model (UTAUT) model's constructs, namely performance expectancy, effort expectancy, social influence, and facilitating conditions, to which the new and adapted constructs of trust expectancy, technological innovation, computer anxiety and hedonic motivation are added. This model was validated with data gathered from 528 participants. Results confirm ARAM as a reliable tool to determine the acceptance of augmented reality technology for usage in cultural heritage sites. The direct impact of performance expectancy, facilitating conditions and hedonic motivation is validated as having a positive influence on behavioural intention. Trust expectancy and technological innovation are demonstrated to have a positive influence on performance expectancy whereas hedonic motivation is negatively influenced by effort expectancy and by computer anxiety. The research, thus, supports ARAM as a suitable model to ascertain the behavioural intention to use augmented reality in new areas of activity.

Abstract
The use of Virtual Reality (VR) technology to train professionals has increased over the years due to its advantages over traditional training. This paper presents a study comparing the effectiveness of a Virtual Environment (VE) and a Real Environment (RE) designed to train firefighters. To measure the effectiveness of the environments, a new method based on participants' Heart Rate Variability (HRV) was used. This method was complemented with self-reports, in the form of questionnaires, of fatigue, stress, sense of presence, and cybersickness. An additional questionnaire was used to measure and compare knowledge transfer enabled by the environments. The results from HRV analysis indicated that participants were under physiological stress in both environments, albeit with less intensity on the VE. Regarding reported fatigue and stress, the results showed that none of the environments increased such variables. The results of knowledge transfer showed that the VE obtained a significant increase while the RE obtained a positive but non-significant increase (median values, VE: before - 4 after - 7, p = .003; RE: before - 4 after - 5, p = .375). Lastly, the results of presence and cybersickness suggested that participants experienced high overall presence and no cybersickness. Considering all results, the authors conclude that the VE provided effective training but that its effectiveness was lower than that of the RE.