  The rapid growth of immersive technologies in educational areas has increased
research interest in analyzing the specific behavioral patterns of learners in
immersive learning environments. Considering the fact that research on the
technical affordances of immersive technologies and the pedagogical affordances
of behavioral analysis remains fragmented, this study first contributes by
developing a conceptual framework that amalgamates learning requirements,
specification, evaluation, and iteration into an integrated model to identify
learning benefits and potential hurdles of behavioral analysis in immersive
learning environments. Then, a systematic review was conducted underpinning the
proposed conceptual framework to retrieve valuable empirical evidence from the
40 eligible articles during the last decade. The review findings suggest that
(1) there is an essential need to sufficiently prepare the salient pedagogical
requirements to define the specific learning stage, envisage intended cognitive
objectives, and specify an appropriate set of learning activities, when
developing comprehensive plans on behavioral analysis in immersive learning
environments. (2) Researchers could customize the unique immersive experimental
implementation by considering factors from four dimensions: learner, pedagogy,
context, and representation. (3) The behavioral patterns constructed in
immersive learning environments vary by considering the influence of behavioral
analysis techniques, research themes, and immersive technical features. (4) The
use of behavioral analysis in immersive learning environments faces several
challenges from technical, implementation, and data processing perspectives.
This study also articulates critical research agenda that could drive future
investigation on behavioral analysis in immersive learning environments.
