Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research

Abstract

Immersive Virtual Reality (IVR) systems offer several learning affordances, that is, characteristics that can elicit learning behaviors promoting learning outcomes in educational contexts. In particular, the immersive and interactive properties of these systems represent a strong opportunity to support the effective learning experiences. The present review aims at mapping IVR systems' use in K-12 and higher educational contexts and investigating their effectiveness in facilitating learning in terms of knowledge attainment and retention and motivational outcomes. The synthesis of the reviewed studies (n = 18) show that IVR can support a number of activities and experiences that in turn improve learning and motivate students to fulfill educational goals by eliciting their interest and engagement with the learning materials. The main advantage of IVR seems related to the possibility for users to have first-hand experiences that would not be possible in the real world, simultaneously offering unique opportunities for experiential and situated learning, as well as promoting students' motivation and engagement. Despite the promising findings, the reviewed studies present several methodological flaws: non-randomized trials, small sample sizes, unbalanced samples and non-validated measures. This in turn makes it difficult to generalize from these results. Future research is needed to investigate the unique opportunities of IVR in education.

The continuum of simulator-based maritime training and education

“…VR-based simulators, therefore, directly support two of the learning theories, namely experiential learning and constructivism (Pantelidis 1995 ). Research literature suggests that VR can support learner motivation and engagement and promote higher order learning (Di Natale et al 2020 ; Mallam et al 2019 ). It is also possible to get overall greater return on training investments, as the VR simulators can be used in different settings due to their compactness and high mobility.…”

Where's the germs? The effects of using virtual reality on nursing students' hospital infection prevention during the COVID‐19 pandemic

“…Virtual Reality (VR) is a technology by which computer‐aided stimuli create the immersive illusion of being somewhere else. VR has been increasingly applied in higher education with positive impact in students' learning and motivation (Di Natale et al, 2020 ). VR technology affords realistic immersive experiences to enable learners' presence, active learning, and engagement when real experiences are not accessible.…”

Immersive virtual reality in education

“…The qualitative systematic review by Di Natale, Repetto, Riva, and Villani (2020) examined the last 10 years of IVR research in schools and higher education to analyse the impact on achievement and motivation. The research team starts by distinguishing between different levels of immersion, from non‐immersive (desktop) VR, to semi‐immersive (partial field of vision) to immersive (eg, HMDs).…”