Aim/PurposeTeaching and learning is no longer the same and the paradigm shift has not settled yet. Information technology (IT) and its worldwide use impacts student learning methods and associated pedagogical models. BackgroundIn this study we frame immersive learning as a method that we believe can be designed by pedagogical models such as experiential, constructivist, and collaborative elements. We also present a peer-to-peer interactive web based learning tool, designed and implemented in-house with immersive learning features. MethodologyWe conducted an exploratory research with a Ph.D course on "pedagogical methods" where 9 doctoral students were tasked to follow the peer-to-peer 3 phase process in their learning. ContributionWe found the peer-to-peer does favor experiential, constructivist, collaborative learning, which contributes into the use of immersive learning as an important learning style for the future. FindingsThis study investigated different ways to measure students' collaboration, constructivism through their peer evaluation scores and performance in an immersive learning environment by taking the roles of teacher, evaluator, and learner. Recommendations for PractitionersAn in-depth understanding of immersive learning methods allows the application of Experiential Immersive Learning (EIL) in various disciplines of professional training, which can increase performance and engagement. Further studies should be made to adjust and polish our understanding of the peer-to-peer tool in order to gain a deeper understanding of customized learning.

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Teaching and learning is no longer the same and the paradigm shift has not settled yet. In this study we frame immersive learning as a method which we believe can be designed by experiential, constructivist, and collaborative elements. We then present a peer to peer interactive webbased learning tool, which was designed, and implemented in-house and piloted in a PhD course on 'Pedagogical Methods'. We present the results showing how the learning tool has immersive elements and the student outcomes. The tool engages students to learn a specified subject matter, synthesize the information, create question and rate their peer's questions. Tests are then generated by professor from the students' questions. Student performance shows that in such a context, students who spent more time doing the test scored less. In the results section, we also present the item response theory as a more appropriate analysis tool to assess and study immersive learning, and provide examples.