Current work presents an attempt to model a process of comprehensive behavioral analysis of immersive educational tools to develop a clear method of their classification and application guidelines. The research question posed by current study is the following: 'What elements of immersive education tool are associated with the highest amount of student learning engagement?'. The hypothesis which we test to answer the research question is formulated as 'Salient elements of visual representation of immersive educational instrument are engaging most of respondents on pre-attentive processing stage'. Key aims of the study include development of a model of implementing immersive educational instruments into conventional educational setup and discussion along with analysis oriented on distributed educational environments. We developed a comprehensive study design allowing to perform behavioral experiments on reaction to stimuli which represent the core elements of immersive educational tools. Presenting a design of multimodal behavioral experiment including eye-tracking, facial expression analysis and biometrical data analysis we indicate key factors providing evidence of immersion effectiveness for various classes and types of educational instruments. The discussed component-based model not only serves as an organizational tool for establishing a digital infrastructure for innovative distributed universities but also offers a novel framework for understanding the underlying architecture of immersive educational tools. Furthermore, the behavioral study design presented in this article goes beyond conventional approaches by focusing on identifying the specific elements of immersive educational tools that lead to the highest levels of learner engagement, thus contributing to a deeper understanding of the mechanisms underlying immersive learning experiences. The results of current study will be of interest to a wide range of educational institutions utilizing innovative educational techniques in their practice. © 2024 IEEE.
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