The Future of Education

Edition 14

Accepted Abstracts

The Impact of Immersive Virtual Reality (IVR) on Learning and Instruction: a Systematic Review of Empirical Evidence

Wenting Sun, Humboldt-Universität zu Berlin (Germany)

Qihui Chen, Tongji University (China)

Jiangyue Liu, Suzhou University (China)


The reduced cost of Virtual Reality (VR) technology makes it possible to be used in education. And the virtual learning scenarios in immersive virtual reality (IVR) contain some kind of pedagogical and technical affordances in the design aspects. Though some reviews have been published to map the application of IVR in education, the soaring rise of articles about VR-based instruction makes it necessary and possible to do an updated version of reviews on IVR in education. The research questions in this article included what kinds of pedagogical and technical affordances and interaction mechanisms are common in VR-based instructional learning and what the relationships between those factors are to learning outcomes or experience. Web of Science, Scopus, and Google Scholar were the selected databases. The search results were filtered by inclusion, exclusion, and quality assessment criteria. The selected articles are coded based on pedagogical and technical affordances, interaction mechanisms, learning outcomes, learning experience, and research methods. This review intends to contribute to the effects of IVR learning environments on learning, what challenges are there in IVR in education, and recommendations for the design of IVR learning scenarios.


Keywords: immersive technologies, learning and instructional theories, pedagogical and technical affordances, learning tasks, learning outcomes, the interaction mechanism



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