Jul 2026· Genetics and Molecular Research· 0 citations· 10 references
TL;DR
VR is highlighted as gaining high educational effect when it becomes part of blended learning models and user-centered design principles and it facilitates affective engagement, skill acquisition, and learner motivation.
Abstract
Virtual Reality (VR) has become one of the most revolutionary technologies in the education sector to help create immersive and interactive learning experiences, thereby increasing student engagement and retention of knowledge. This paper will discuss the effectiveness, accessibility issues and implementation problems of VR in learning. In this study, a systematic literature review of existing literature conducts the systematic literature review with the help of Preferred Reporting Items of Systematic Review and Meta-Analysis (PRISMA). The Scopus database was selected in order to gather high quality data and coverage. We selected seventy-two studies that met the eligibility criteria and they were related to a broad spectrum of topics and possessed various goals. The results show that VR has been applied across a range of different learning modalities, thus improving the formal and informal education setting and it facilitates affective engagement, skill acquisition, and learner motivation. VR provides engagements that encourage active engagement and practice of complicated actions. Although it has potential, VR implementation is usually affected by increased implementation costs, technological limitations, cybersickness, cognitive load and insufficient pedagogical readiness among the teaching community that suggests that most of the studies rely on short term measurement and self-reported measures, which necessitate longitudinal evidence and standardized assessment systems. In this study, VR is highlighted as gaining high educational effect when it becomes part of blended learning models and user-centered design principles. Future research should emphasize accessibility-oriented development, collaborative virtual environments and rigorous evaluation of real world learning transfer to enhance universally accessible immersive education.
Immersive virtual reality (IVR) supports the teaching of abstract, spatial, and microscopic concepts in higher education, although previous research has focused primarily on devices, access, and technical constraints. This systematic review examined IVR from the perspective of pedagogical design, science engagement, and students’ digital competence. Following PRISMA 2020 guidelines, 2,177 Scopus-indexed articles were screened through identification, duplicate removal, title and abstract screening, and eligibility assessment, resulting in 39 articles for bibliometric and thematic analysis. The findings revealed that IVR research in higher education was dominated by life sciences, quasi-experimental designs, and small samples of approximately 30 participants, with head-mounted displays (HMD) to cover the user’s field of view and create the sensation of being inside a three-dimensional environment, used in 23 of the 39 studies. The most common pedagogical patterns were simulation-based learning and virtual laboratories. Among the four engagement dimensions, emotional engagement was most consistently enhanced by IVR. Digital competence was rarely defined or measured explicitly and was more often represented implicitly through learners’ interaction behaviors in VR environments, with explicit measurements largely limited to pre-service teacher education studies. These findings indicate that IVR effectiveness does not result automatically from device quality but is mediated by pedagogical design, content alignment, formative debriefing, and users’ digital readiness. Future research should adopt longitudinal designs, multimodal measurements of engagement and digital competence, and discipline-specific pedagogical frameworks to realize the transformative potential of IVR in higher science education.
Riswanto Riswanto, Hartono, W. Sumarni et al.· International Journal of Lea...· 0 citations
This systematic review examines how Virtual Reality (VR) has been used to support English as a Foreign Language (EFL) instruction in higher education. It synthesises evidence on reported cognitive, affective, and behavioural outcomes, and analyses how learner characteristics, instructional design, and contextual conditions are associated with VR effectiveness. Following PRISMA 2020 guidelines, the review included 49 empirical studies published between 2020 and 2024. The findings show that VR was most consistently associated with effective and behavioural outcomes, including engagement, motivation, willingness to communicate, and active participation. Cognitive outcomes were less stable. Improvements were more often reported for meaning-focused performance than for linguistic accuracy or higher-order cognitive processing. More favourable results appeared in studies that used active, constructive tasks, instructor guidance, combined forms of scaffolding, and longer interventions. Outcomes also varied according to VR type and instructional setting. The review indicates that VR is more likely to support EFL learning when activities are matched to clear pedagogical goals, learners’ readiness, and feasible classroom conditions. By taking a design-oriented perspective, this review shifts attention from whether VR works to the conditions under which it appears to support EFL learning in higher education contexts.
Rui-Min Zou, Nur Ehsan Mohd Said, Nor Hafizah Adnan· International Journal of Lea...· 0 citations
Immersive learning has emerged as one of the most transformative innovations in 21st-century education. This conceptual review paper critically examines the comparative impact of immersive technologies—Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)—on secondary education. Drawing on current empirical and theoretical literature (2020–2025), it explores how immersive environments enhance student engagement, cognitive development, and academic performance. The paper integrates theoretical foundations such as constructivism, experiential learning, and cognitive load theory to provide a conceptual framework for understanding immersive learning. Findings from contemporary studies reveal that immersive technologies foster deeper learning, improve motivation, and support collaboration and creativity in learners, particularly in STEM and experiential subjects. However, challenges including accessibility, teacher readiness, cost, and infrastructure persist, especially in developing contexts such as Nigeria. The paper concludes with implications for curriculum integration, teacher training, and policy, and offers recommendations for equitable and sustainable adoption of immersive technologies in secondary education.
Unknown authors· International Journal of Adv...· 0 citations
Immersive technologies are becoming popular tools in sport and physical education. But the evidence for their teaching effectiveness is scattered across many fields. This systematic review looked at the design, implementation, effectiveness, and moderating factors of VR, AR, MR, and XR interventions in this area. The review followed PRISMA 2020 guidelines with a predefined protocol. We searched only Scopus because of its wide coverage and standardized metadata. That helped make the search transparent and reproducible. The search found 403 records. After removing duplicates and screening, 18 studies met the criteria. Two reviewers independently handled selection and data extraction. Their agreement was excellent, with Cohen's κ = 0.87. Methodological quality was checked using the Mixed Methods Appraisal Tool (MMAT 2018). Both reviewers did thematic synthesis separately before reaching consensus. Four main themes came out: (1) tactical and cognitive learning, (2) motor skill acquisition through augmented feedback, (3) curricular integration of immersive technologies, and (4) communication, socialization, and inclusion. Overall, these technologies boosted learner engagement, real-time feedback, motor skills, and tactical understanding. But their effectiveness depended on learner expertise, visuospatial ability, instructional design, and teacher competence. Still, using only Scopus and excluding grey literature might have caused publication bias and limited the evidence. Future work should focus on longitudinal studies, transfer of learning to real sport performance, and strong comparative trials across different educational settings.
Kristian Burhan, I. Ifdil, Rudyanto Rudyanto· Lentera Negeri· 0 citations
This study presents a conceptual and case-based exploration of virtual reality (VR) and augmented reality (AR) technologies in inclusive education. The article synthesizes evidence on functional, pedagogical, and accessibility aspects of immersive learning environments, drawing on peer-reviewed literature and illustrative case studies from Kazakhstan, Kyrgyzstan, and Moldova. Sources were selected based on thematic relevance, scientific validity, and inclusion of practical or theoretical applications of VR. Case studies were selected based on their representativeness of technical, secondary, and higher education contexts. It analyzes pedagogical affordances, engagement potential, and inclusive design features but also takes into account implementation barriers, infrastructural requirements, and professional development needs for educators. The study points to the potential of VR and AR to facilitate adaptive, interactive, and collaborative learning and offers insights into the conditions under which these technologies may improve accessibility and participation for diverse learners. The article combines regional case evidence and theoretical synthesis to contribute to the discussion of immersive educational technologies and to provide guidance for instructional design, institutional planning, and inclusion strategies. While outcomes are context-specific and based on secondary evidence, the study outlines considerations for feasible and sustainable implementation in varied educational settings.
Unknown authors· The International Journal of...· 0 citations
The need for Emirati localized content development, robust infrastructure, and continuous educational support to benefit from the VR's full potential is highlighted, providing a detailed, context-specific model for VR adoption in a non-Western educational system.
R. Zein, Osama Taani, Rafiq Hijazi et al.· Frontiers in Education· 0 citations
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