Mapping the research agenda in virtual reality studies within education

Abstract

This systematic literature review (SLR) scrutinizes the trends and interrelationships prevalent in Virtual Reality (VR) applications within educational frameworks, analyzing a comprehensive pool of 43 theses conducted in a Eurasian country. The primary objectives encompass investigating learning-teaching theories, learning domains, design elements, VR typology, and the departments undertaking VR research. Findings from the SLR underscore a significant concentration of VR research activities within technology-oriented departments. The prevalent approach involves experimental assessments of diverse variables within VR learning environments, yet a conspicuous dearth of design-centric investigations is observed. This highlights a critical need for comprehensive studies elucidating the design and developmental processes within VR applications, especially in light of the current characterization of VR research as lacking established standards. Moreover, a noteworthy revelation is the prevalent absence of a robust theoretical framework across the majority of studies. This absence may pose impediments to the widespread adoption of VR within educational paradigms, given the pivotal role of learning-teaching theories in guiding pedagogical processes. Examination of design elements highlights the prominence of realistic experiences, passive observation, mobility, and interaction with the environment. Recognizing the potential impact of diverse design elements on enhancing realism, aligning specific elements with distinct learning domains holds promise for augmenting the immersive quality of VR experiences. This research emphasizes the critical need for more comprehensive, theory-guided, and design-focused VR studies to propel its integration effectively within educational landscapes.