Abstract
Virtual Reality (VR) has been showing potential in new and diverse areas, notably in education. However, there is a lack of studies in the Foreign Language Teaching and Learning field, particularly in listening comprehension. Therefore, this study investigated the effects of avatar animations and lip synchronization, and user interaction; features deemed relevant in this broader area. A sociodemographic, a quick CEFR-Common European Framework of Reference for Languages-15-minute English test, and questionnaire were used to evaluate the participants' Presence, Quality of Experience, Cybersickness and Knowledge Retention. Results show that, overall, the use of avatars with realistic animations and movements, and featuring lip synchronization have a positive influence on the users' sense of presence, knowledge retention and a more enjoyable overall quality of experience. The same can be said for the use of object interaction and navigation in the cultural representative environment, which had an overall positive impact.

Abstract
The sense of presence is an important aspect of experiences in Virtual Reality (VR), an emerging technology in education, leading this construct to be increasingly researched in parallel to learning purposes. However, there is not a consensus in the literature on the outcomes of this association. Aiming to outline a panorama in this regard, a systematic literature review was conducted, with a comprehensive analysis of 140 primary studies recovered from five worldwide databases. The analysis shows an overview of 24 years of areas, factors, and methodological approaches that seem to be more inclined to benefit from the sense of presence toward learning purposes. We contribute to the advancement of state of the art by providing an understanding of the relationship among these variables, identifying potential ways to benefit from the sense of presence to further leverage the use of VR for learning purposes.

Abstract
-This work presents a study on how an immersive virtual environment's level of interaction and fidelity can affect the quality of experience (QOE) in a real estate context. Four versions of the virtual space were created with the level of interaction and the level of fidelity varying between them. The QoE dimensions considered in this work are user satisfaction, lighting quality, interior space quality, and interaction features. The sample comprises 28 participants, of which 21 are men and 7 are women, aged between 18 and 29 years. Results show that, overall, the level of fidelity is more relevant when the level of interaction is low, assuming the movement around the apartment is statistically higher in high-fidelity experiences.

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
Currently, it is standard to use tracked handheld controllers for interaction in immersive virtual reality (VR). However, since VR interactions are becoming more natural with hand tracking, it is important to provide hands-free alternatives for selection and system control tasks. As such, this study aims to provide an exploratory evaluation of the effectiveness and efficiency of commonly used hands-free interfaces in selection and system control tasks. Nine interaction methods were evaluated while performing a Fitts' law task with nine advanced users of VR in a within-subject experiment. We evaluated handheld controllers as a baseline, against head gaze, eye gaze, and voice commands for pointing at the targets, and dwell time and voice commands to confirm selections. We found that using eye gaze with a 500 ms dwell time proved to be the hand-free method with the highest performance, matching the handheld controllers and being preferred by users. The evaluation also showed that using a multimodal approach to selection, especially using the voice, decreases performance, but increases effectiveness. Moreover, we verified that Fitts' law can be applied to hands-free methods, but its usage is limited when the methods have very short travel times. We then suggest selections per minute as a more robust comparative performance metric. Further studies should expand the audience and interaction tasks and focus on the confirmatory method of selection.

Abstract
The sense of presence is an important aspect of virtual reality experiences, being increasingly researched in educational contexts for its potential association with learning outcomes. A panorama of how these investigations have been conducted could help researchers and practitioners to harness this potential and find new directions. A systematic literature review was conducted to contribute to this perspective, with a comprehensive analysis of 140 primary studies recovered from five worldwide databases. The results show an overview of 24 years of research, with a summarization of areas, factors, and methodological approaches that have been the focus of investigation when these three variables of interest (VR, sense of presence, and learning) are together. We conclude with a list of research gaps that need to be addressed and a research agenda, identifying current and emerging challenges.