Systematic literature review and bibliometric analysis on virtual reality and education

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.

Yudi April Nando Yose Indarta Taali + 6 lainnya

21 Maret 2023

Augmented reality (AR) and virtual reality (VR) provide new experiences in the digital and simulation worlds. While they are intended to stimulate users’ perception and senses in general, the two differ significantly. This study aimed to seek and analyze international publications on the trends, similarities, differences, advantages, and disadvantages of AR and VR for learning over the period 2001-2021. In this study, bibliometric analysis using VOSViewer with the help of MS Excel was utilized to visualize metadata obtained from Scopus. Publish or Perish software supported the data collection of this study, which included retrieving and analyzing academic citations. The findings show that the AR/VR has trend continued to rise over the years. The results showed that Denmark and India (based on country bibliographic pairs), Journal of Physics Conference Series (based on journal bibliographic pairs), Y. Zhou publications (2018) (based on bibliographic pairs of publications), and Archana M. (India) with Lars K. (Denmark) (based on author bibliographic pairs) have become the most influential in the field of augmented reality and virtual reality for learning. AR and VR are two technologies changing how people use screens, thus creating new and exciting interactive experiences. In the future, it is expected that further research related to AR/VR and even Mixed Reality (MR) will continue to develop along with technological advancement. However, pedagogical competence remains an essential key to learning.

Akrivi Krouska C. Sgouropoulou Andreas Marougkas + 1 lainnya

14 Juli 2023

During the last decade, there has been a substantial increase of interest in studies related to Virtual Reality (VR) as a learning tool. This paper presents a systematic literature review of personalization strategies utilized in immersive VR for educational objectives in the classroom. For the purposes of this review, 69 studies between 2012 and 2022 were analyzed in terms of their benefits, limitations and development features. The novelty of the study mainly arises from the in-depth analysis and reporting of personalization strategies as well as gamification techniques used in VR applications. The significance of this research lies in the observation that earlier studies’ applications did not sufficiently incorporate adaptive learning content, indicating the necessity for more research in this field and revealing a research gap. In conclusion, as it encourages future research of this field, this study may be a beneficial reference for those interested in researching the implementation of Virtual Reality in education, including academics, students, and professionals.

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.

Weiwei Zhang Ting Wang Wei Li + 2 lainnya

28 September 2023

Objective This study aims to assess the transformative potential of Virtual Reality (VR) has shown significant potential in transforming nursing education by providing immersive and interactive learning experiences. Our objective is to systematically evaluate and conduct a meta-analysizes on the impact effect of virtual reality technology in teaching nursing students. Methods To achieve this, we conducted comprehensive computer searches on platforms including of PubMed, Web of Science, Wiley Online Library, Zhiwang database, Wanfang database, and China Biomedical Literature Service (SinoMed), were conducted to collect randomized controlled trial studies on the use of virtual reality’s technology for teaching nursing students built up to until March 2023., and the Cochrane Furthermore, the quality of the included literature was assessed evaluated using the quality evaluation criteria specified for randomized controlled trial studies within the Cochrane provided in the evaluation handbook manual. In addition, a meta-analysis was performed using Review Manager 5.3 software. Results The aggregate outcomes from a total of 12 randomized controlled trials, encompassing including 1167 students, indicate were included. Meta-analysis results showed that virtual reality technology significantly enhances could better improve nursing students’’ theoretical knowledge [(SMD = 0.97, 95% CI [0.48, 1.46], p < 0.001)], practical skills (SMD = 0.52, 95% CI [0.33, 1.46], p < 0.001), skill retention, (SMD = 0.52, 95% CI [0.33, 0.71], p < 0.001), and satisfaction levels (SMD = 1.14, 95% CI [0.85, 1.43], p < 0.001), in comparison with traditional or alternative teaching methodologies. However, no statistically significant impact was observed on the enhancement of critical thinking skills (SMD = 0.79, 95% CI [-0.05, 1.64], p = 0.07) among nursing students. Conclusion Our findings underscore that compared to conventional teaching methods, virtual reality offers superior potential in advancing nursing students’ theoretical knowledge, practice proficiencies, and overall satisfaction, while not yielding a significant advantage in enhancing critical thinking skills. The incorporated literature consisted exclusively of randomized controlled trials, albeit a subset of these studies omitted descriptions of the allocation concealment strategy.