Is it true that "If you are not immersed, you are not learning" where we will be?

The purpose of this research was to explore how learners' non-cognitive abilities (including attention, engagement, presence, curiosity) differ in the learning process and the final learning results in VR and non-VR learning environments. This can be used to explain how the learning process of the learner in the VR environment occurs and changes, and the impact of the VR learning environment on the learner's non-cognitive ability. At the same time, it provided suggestions for the wider application of VR in education and the further development of personalized learning in education. Therefore, this research identified two research questions. The first one was whether the learning results of learners were different in VR and non-VR learning environments. The second was through the description of multimodal data such as eye movements and GSR. What was the relationship between the learner's non-cognitive abilities (attention, presence, engagement) and learning outcomes during the learning process? This study measured the curiosity of learners using a questionnaire before the experiment and measured the presence and engagement, compared scores between experimental group's and control groups' to understand how is immersed environment learning.