Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature

There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. However, there is a scarcity of studies to provide the pote...

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Vydané v:Virtual reality : the journal of the Virtual Reality Society Ročník 25; číslo 3; s. 835 - 861
Hlavní autori: Pellas, Nikolaos, Mystakidis, Stylianos, Kazanidis, Ioannis
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: London Springer London 01.09.2021
Springer Nature B.V
Predmet:
Artificial Intelligence
Computer Graphics
Computer Science
Education
Higher education
Image Processing and Computer Vision
Immersive virtual reality
Instructional design
Learning
Mobile computing
Original Article
Qualitative analysis
Students
Systematic review
Teaching methods
Technology assessment
User experience
User interfaces
User Interfaces and Human Computer Interaction
Virtual reality
Simulations
Systematic review
Human–computer interface
Immersive technologies
Virtual reality
ISSN:1359-4338, 1434-9957
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Popis
Shrnutí:There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. However, there is a scarcity of studies to provide the potentials and challenges of VR-supported instructional design strategies and/or techniques that can influence teaching and learning. This systematic review presents a variety of studies that provide qualitative and/or quantitative data to investigate the current practices with VR support focusing on students’ outcomes, performance, alongside with the benefits and challenges of this technology concerning the analysis of visual features and design elements with mobile and desktop computing devices in different learning subjects. During the selection and screening process, forty-six ( n  = 46) articles published from the middle of 2009 until the middle of 2020 were finally included for a detailed analysis and synthesis of which twenty-one and twenty-five in K-12 and HE, respectively. The majority of studies were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various VR applications to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how instructional design strategies and techniques can potentially benefit students’ learning performance using a wide range of VR applications. It also proposes some recommendations to guide and lead effective instructional design settings in several teaching and learning contexts to outline a more accurate and up-to-date picture of the current state of literature.
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ISSN:1359-4338
1434-9957
DOI:10.1007/s10055-020-00489-9