How personalized and effective is immersive virtual reality in education? A systematic literature review for the last decade

Mario A. Rojas-Sánchez J. A. Folgado-Fernández P. Palos-Sánchez

27 Juni 2022

The objective of this study is to identify and analyze the scientific literature with a bibliometric analysis to find the main topics, authors, sources, most cited articles, and countries in the literature on virtual reality in education. Another aim is to understand the conceptual, intellectual, and social structure of the literature on the subject and identify the knowledge base of the use of VR in education and whether it is commonly used and integrated into teaching–learning processes. To do this, articles indexed in the Main Collections of the Web of Science, Scopus and Lens were analyzed for the period 2010 to 2021. The research results are presented in two parts: the first is a quantitative analysis that provides an overview of virtual reality (VR) technology used in the educational field, with tables, graphs, and maps, highlighting the main performance indicators for the production of articles and their citation. The results obtained found a total of 718 articles of which the following were analyzed 273 published articles. The second stage consisted of an inductive type of analysis that found six major groups in the cited articles, which are instruction and learning using VR, VR learning environments, use of VR in different fields of knowledge, learning processes using VR applications or games, learning processes employing simulation, and topics published during the Covid-19 pandemic. Another important aspect to mention is that VR is used in many different areas of education, but until the beginning of the pandemic the use of this so-called “disruptive process” came mainly from students, Institutions were reluctant and slow to accept and include VR in the teaching–learning processes.

J. Pirker A. Dengel

23 Maret 2021

Virtual reality (VR) has a wide variety of potentials for education. Especially 360$^{\circ }$∘ videos can provide immersive educational experiences of otherwise not accessible real-world environments. But what potential do 360$^{\circ }$∘ videos in VR and real VR settings have for teaching? Research into the use of real VR, providing live-learning experience in the classroom is still scarce, which is why this article investigates this issue in the context of a systematic review. We discuss use cases, advantages, and limitations as well as interaction characteristics of the potential of 360$^{\circ }$∘ videos, and also the promises of real VR scenarios. By analyzing 64 articles in-depth, our results suggest that 360$^{\circ }$∘ videos can be used for a wide variety of topics. While only a few articles report technological benefits, there are indicators that 360$^{\circ }$∘ videos can benefit learning processes in terms of performance, motivation, and knowledge retention. Most papers report positive effects on other human factors such as presence, perception, engagement, emotions, and empathy. Furthermore, an open research gap has been identified in use cases for real VR.

Burcin Yazgi Walsh S. Stehle Gareth W. Young + 1 lainnya

28 Agustus 2020

irtual reality (VR), as an informative medium, possesses the potential to engage students with immersive, interactive, and informative experiences. When presented in VR, immersive virtual environments (IVEs) can provide three-dimensional visual simulations that can be used to inform students about concepts in specific contexts that would be near impossible to achieve with more traditional teaching methodologies. It is proposed that existing learning frameworks can benefit from exploring the modalities of interaction that are presently afforded via VR from the experiential perspectives of the students. An evaluation is presented that focused on the appraisal of student experiences of immersive technologies as applied in a higher education context, specifically in the use of VR for the exploration of geomorphology theory by physical geography students. This research supports further development of the immersive learning discipline from three different perspectives. First, an empathy mapping method was applied to visualize student experiences and externalize our observed knowledge of student users for creating a shared understanding of their needs and to aid in lesson planning decision making when using VR in the classroom. Second, student experiences were captured using a technology-focused user experience questionnaire to obtain student attitudes immediately post-task. Finally, to assist teachers with the creation of a student-centered lesson plans that incorporate VR in the classroom, eight heuristic guidelines (focus, provocation, stimulation, collaboration, control, digital life, learner skills, multimodal experience) were developed. It is proposed that these findings can be used to provide support for the use of mixed reality and immersive virtual environments in learning that encompass the challenges faced by students and the interdisciplinary education community at large.

K. Wong L. Yu H. Kang + 1 lainnya

25 September 2020

Although Virtual Reality (VR) was first mentioned in the 60s, the research interest into the technology and its application are still gaining much attention globally. VR technology had evolved and had found niche application in many fields including entertainment, tourism, healthcare, manufacturing, education and more. A notable characteristic of the VR technology is that it seeks to immerse the user into the intended environment and narrative, allowing high user interaction and involvement. These qualities are very beneficial for engineering education. In the past, cost, hardware capabilities and availability, connectivity and other issues had hindered VR wider adoption and application. However, it is changing with the advent of more devices, the involvement of more consumer electronic players and the growth of digitization. This paper seeks to report on the research on virtual reality in engineering education over the past 26 years. The study conducts a bibliometric analysis to reflect the trend of VR in engineering education settings, thus identifying the possible emerging trends. An extensive literature search was conducted using the Scopus database and was analyzed using Vosviewer and Excel. There is an increasing trend of VR research related to the engineering education settings with an evident increase in the scope, the coverage and the citations figures. There is tremendous growth in the number of publications and citations in the recent past four years of the study. The most active author in the field is Sampaio, and the top universities where the publications are affiliated with are Purdue University and Clemson University. The majority of the publications were also found to be affiliated with the "ASEE Annual Conference and Exposition Conference Proceedings". The United States had the honor of being the country with the majority of publications from this study. There is a continuous shift of research interest observed through the publications keywords, and this provides an indication of the dynamic progression of research direction among researcher in the field of study. The findings of this study provide a good overview of the trend in research related to VR in engineering education and can serve as a guide to academics seeking to research or adapt the usage of VR in engineering settings.

Diego Fabián Vique López T. Tene Paulina Elizabeth Valverde Aguirre + 2 lainnya

14 Maret 2024

Objective This umbrella review aims to ascertain the extent to which immersive Virtual Reality (VR) and Augmented Reality (AR) technologies improve specific competencies in healthcare professionals within medical education and training, in contrast to traditional educational methods or no intervention. Methods Adhering to PRISMA guidelines and the PICOS approach, a systematic literature search was conducted across major databases to identify studies examining the use of VR and AR in medical education. Eligible studies were screened and categorized based on the PICOS criteria. Descriptive statistics and chi-square tests were employed to analyze the data, supplemented by the Fisher test for small sample sizes or specific conditions. Analysis The analysis involved cross-tabulating the stages of work (Development and Testing, Results, Evaluated) and variables of interest (Performance, Engagement, Performance and Engagement, Effectiveness, no evaluated) against the types of technologies used. Chi-square tests assessed the associations between these categorical variables. Results A total of 28 studies were included, with the majority reporting increased or positive effects from the use of immersive technologies. VR was the most frequently studied technology, particularly in the “Performance” and “Results” stages. The chi-square analysis, with a Pearson value close to significance (p = 0.052), suggested a non-significant trend toward the association of VR with improved outcomes. Conclusions The results indicate that VR is a prevalent tool in the research landscape of medical education technologies, with a positive trend toward enhancing educational outcomes. However, the statistical analysis did not reveal a significant association, suggesting the need for further research with larger sample sizes. This review underscores the potential of immersive technologies to enhance medical training yet calls for more rigorous studies to establish definitive evidence of their efficacy.