Virtual Reality (VR) is increasingly applied in higher education. VR immerses users in virtual environments to present realistic learning experiences. However, the application and effectiveness of VR on learning remain unclear. In this project, we explore how the feeling of really being (presence) in the simulation contributes to learning; We also investigate to what extent it matters if VR applications do not perfectly match real working environments (surface and structure (dis)similarity); Finally, we examine how repeated use of VR contributes to learning. This research provides directions concerning how we learn how, and why VR can improve learning outcomes.