Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019

Abstract

This study is a systematic review of 20 years of research on the usage of virtual reality (VR) in K‐12 and higher education settings, which aims to consolidate, evaluate, and communicate evidence that can inform both the theory and practice of VR‐based instruction. A total of 149 articles were selected from three major academic databases using search strings and manual screening protocols. The literature analysis emphasized four interrelated aspects of VR‐based instruction: instructional context, instructional design, technological affordances, and research findings. The results revealed evolving trends in the VR literature in terms of publication patterns, pedagogical assumptions, equipment usage, and research methodologies, as well as the contextual factors behind VR adoption in education. Additionally, a meta‐analysis was conducted to examine the efficacy of VR‐based instruction, with results indicating an overall medium effect and several moderating factors. Finally, practical implications and a future research agenda for VR‐based instruction are discussed.

Investigating the redundancy principle in immersive virtual reality environments: An eye‐tracking and EEG study

“…The immersion principle in multimedia learning (Makransky, 2021) and the cognitive affective theory of immersive learning (CAMIL; Makransky & Petersen, 2021) describe how the fundamental driver of increased learning outcomes in immersive media is the use of instructional design principles that are effective in immersive lessons. Latest research has also shown that how well IVR promotes learning is greatly dependent on how IVRspecific content has been designed (Meyer et al, 2019;Baceviciute et al, 2020;Makransky, 2021;Luo et al, 2021;Parong & Mayer, 2018).…”

“…(1) Use learning theories to guide IVR based application development and research (Raditanti et al, 2020); (2) Shift attention from VR technology to VR-based instructional design with a redefined focus on the effective integration of technology and theory (Luo et al, 2021); and…”

“…(3) Use more diversified research designs and methods to improve the rigour and relevance (Luo et al, 2021).…”

Blended Learning to Enhanced Engineering Education using Flipped Classroom Approach: An Overview

“…It helps students better understand the behaviour of objects and the consequences of the behaviour [33]. According to research, VR technology was commonly implemented in higher education, especially in the basic science and medicine domain, in order to provide more real interactive engagement with students [34]. Nonimmersive VR and immersive VR (IVR) are the two types of virtual reality.…”

Leaders en d’apprentissage : cadres d'enseignement et d'apprentissage en flux influencés par la pandémie mondiale

“…This has increasingly been facilitated by pervasive learning technologies, mainly involving what is frequently referred to as technology enhanced learning (TEL), usually applied in formal educational settings. Laurillard et al (2009) defined TEL as any computer-based technology used for learning, including virtual reality (Luo et al, 2021), inside and outside formal learning contexts which can be stationary or mobile, depending upon the devices being used by individuals and groups of learners. Previous researchers demonstrated that the use of TEL in different educational settings, especially online learning, resulted in changes in leadership for learning (Laferrière & Breuleux, 2002;Fisser & Phillips, 2020).…”