Exploring Instructional Design Strategies to Optimize Virtual Reality to Improve Teaching and Learning in Higher Education: Systematic Literature Review
DOI:
https://doi.org/10.56198/Keywords:
Immersive Technology, Instructional Design, Virtual Reality, Systematic Review, Learning Retention, Learning Transfer, Higher Education, STEMAbstract
With mixed findings on the use of Virtual Reality (VR) in higher education STEM fields to assist teaching and learning, researchers have begun to investigate learning theories and instructional design foundations to mitigate negative outcomes and optimize VR's use in learning. This extended abstract describes a work-in-progress systematic review of empirical studies examining learning theories and instructional design strategies that can support a VR learning environment, thereby enhancing learning retention and transfer in the higher education STEM field. We followed the 2020 PRISMA method to conduct the analysis. Of the 2318 references identified in the database, 98 studies published between 2009 and 2025 met the inclusion criteria. We are conducting data extraction and analyzing the content to answer the research questions. Several preliminary findings were identified regarding the learning theories, learning domains, and challenges associated with the VR learning environment.
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The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.
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