A Systematic Review of Virtual Reality-Based Education Research Using Latent Dirichlet Allocation: Focus on Topic Modeling Technique

Abstract

Using virtual reality in the context of education is becoming important since this technology enhances learners’ motivation and performance with transfer of learning, problem-solving skills, educational equity, and multisensory learning. Along with the 4th Industrial Revolution and COVID-19, the attention on virtual reality has been increased again. Some studies reviewed the trends of research on virtual reality-based education, mostly focusing on specific subject matters or areas. The purpose of the study is to investigate the change of research trends in the virtual reality-based education field by implementing the topic modeling analysis based on latent Dirichlet allocation (LDA) technique with 6,755 articles published in the last 30 years (between 1992 and 2022). As a result of this study, it was revealed that the research on virtual reality-based education was clearly divided into the following four periods; 1992–2011, 2012–2016, 2017–2019, and 2020–2022. The main topics for each period were suggested. Here are three major findings of this study. First, it is identified that the weight of “virtual reality for learning and teaching” has increased in recent years. Second, conversely, it is identified that the proportion of “virtual reality in medical education” has decreased relatively recently. It means it is possible to interpret that the proportion of other topics has relatively increased. Third, the topics of “virtual reality education platform” and “virtual reality-based education in rehabilitation” continue to maintain a certain weight. Limitations of this study and further research suggestions are provided based on the results of the study.

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“…Virtual reality experiences in educational contexts are becoming increasingly important as this technology increases learner motivation and achievement through learning transfer, problemsolving skills, educational equity, and multisensory learning [6]. With the 4th Industrial Revolution and his COVID-19, there is a renewed interest in virtual reality.…”

“…Technological developments such as head-mounted displays (HMD), controllers, and motion tracking systems, as well as content that applies virtual reality to games, movies, advertisements, Museum exhibits, and education, are progressing rapidly in various fields. [6]. Virtual Reality (VR) refers to the real world like simulated environments artificially created by computer technology [6].…”

“…[6]. Virtual Reality (VR) refers to the real world like simulated environments artificially created by computer technology [6]. VR aims to create immersive and interactive experiences based on highly realistic visual and auditory stimuli and rich feedback by tracking the user's position, movements and decisions.…”

“…VR aims to create immersive and interactive experiences based on highly realistic visual and auditory stimuli and rich feedback by tracking the user's position, movements and decisions. VR-based teaching has the potential to improve learner motivation, engagement, satisfaction, and transfer of learning [6].…”

“…The general definition of augmented reality (AR) is the use of a technology to add layers of computer-generated imagery to the physical environment [6]. It is almost probable that AR is a subset of VR.…”