Diverse approaches to learning with immersive Virtual Reality identified from a systematic review

• Published in: Computers and education 2023-04, Vol.195, p.104701, Article 104701
• Main Authors: Won, Mihye, Ungu, Dewi Ayu Kencana, Matovu, Henry, Treagust, David F., Tsai, Chin-Chung, Park, Jungho, Mocerino, Mauro, Tasker, Roy
• Format: Article
• Language: English
• Subjects: Cluster analysis; Immersive virtual reality; Learning design; Learning tasks; Systematic literature review
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2022.104701

To investigate how learning in immersive Virtual Reality was designed in contemporary educational studies, this systematic literature review identified nine design features and analysed 219 empirical studies on the designs of learning activities with immersive Virtual Reality. Overall, the technological features for physical presence were more readily implemented and investigated than pedagogical features for learning engagement. Further analysis with k-means clustering revealed five approaches with varying levels of interactivity and openness in learning tasks, from watching virtual worlds passively to responding to personalised prompts. Such differences in the design appeared to stem from different practical and educational priorities, such as accessibility, interactivity, and engagement. This review highlights the diversity in the learning task designs in immersive Virtual Reality and illustrates how researchers are navigating practical and educational concerns. We recommend future empirical studies recognise the different approaches and priorities when designing and evaluating learning with immersive Virtual Reality. We also recommend that future systematic reviews investigate immersive Virtual Reality-based learning not only by learning topics or learner demographics, but also by task designs and learning experiences. •This systematic review analysed 219 educational studies on immersive Virtual Reality for their design features.•Educational studies implemented and investigated technological features more readily than pedagogical features.•This review identified five common design approaches used in immersive Virtual Reality studies in education.•Researchers constructed virtual learning environments weighing priorities such as accessibility and interactivity.•Future educational studies should consider diverse design features and learning approaches in immersive Virtual Reality.