Technological advancements have paved the way for new approaches to modeling, simulation, and visualization. Modeling now encompasses high degrees of complexity and holistic methods of data representation. This chapter reviews and discusses pedagogy to help educators frame learning opportunities to accurately model nontechnical or behavioral skills such as social interactions related to clinical education within immersive virtual reality environments. It describes three contemporary theories specific to digital, game‐based and immersive virtual learning spaces. The three theories include socially situated cognition, designed experiences, and the ecology of culturally competent design. When designing characters for immersive virtual environments and setting parameters for customization of avatars it is very important to be in tune with social and cultural norms and mores while avoiding the risk of projecting stereotypes. The process of acculturation is fluid and reflective and can be represented and negotiated through interaction and representation of self in virtual environments.