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A Systematic Review of Research for Design and Development in Immersive Virtual Reality Learning Environments

Yıl 2025, Cilt: 12 Sayı: 1, 114 - 135, 30.06.2025

Fatih Aydin , Hasan Çakır

https://doi.org/10.51725/etad.1683846

Öz

This study presents a systematic review of research studies conducted using immersive virtual reality learning environments in educational settings. The focus is on studies with measurable learning outcomes where participants interaction through head mounted displays. The review draws on English-language, peer-reviewed scientific journals published between 2020 and 2024, and explores; research design and representation of trend over the years, educational approach, learning goal, subject area, target audience, country, development tool of virtual environment, head-mounted displays utilization, and the indexing status of the journals. Different databases were searched according to the search strategies to access the relevant studies. These searches initially produced 815 results. Following the PRISMA 2020 guidelines and applying specific exclusion criteria, 38 studies were included in the analysis. The results reveal current trends in immersive virtual reality learning environments and provide researchers and designers with important suggestions for the development of future educational practices.

Anahtar Kelimeler

Immersive virtual reality Learning environments Systematic review Design Development

Etik Beyan

This article does not require an ethics committee decision as it is a review

Kaynakça

  • Acevedo, P., Magana, A. J., Benes, B., & Mousas, C. (2024). A systematic review of immersive virtual reality in STEM education: Advantages and disadvantages on learning and user experience. IEEE Access. https://doi.org/10.1109/ACCESS.2024.3489233.
  • Alsop, T. (2025) VR Headset Unit Sales Worldwide 2023–2028. Retrieved from: https://www.statista.com/statistics/677096/vr-headsets-worldwide/ (Retrieved date: 01 April 2025).
  • Bizami, N. A., Tasir, Z., & Kew, S. N. (2023). Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review. Education and Information Technologies, 28(2), 1373-1425. https://doi.org/10.1007/s10639-022-11243-w.
  • Cheng, K. H. (2023). An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning. Computers & Education, 201, 104814. https://doi.org/10.1016/j.compedu.2023.104814.
  • Craig, C. D., & Kay, R. (2023). A Systematic Overview of Reviews of the Use of Immersive Virtual Reality in Higher Education. Higher Learning Research Communications, 13(2), 42-60.
  • Conrad, M., Kablitz, D., & Schumann, S. (2024). Learning effectiveness of immersive virtual reality in education and training: A systematic review of findings. Computers & Education: X Reality, 4, 100053. https://doi.org/10.1016/j.cexr.2024.100053.
  • Crogman, H. T., Cano, V. D., Pacheco, E., Sonawane, R. B., & Boroon, R. (2025). Virtual reality, augmented reality, and mixed reality in experiential learning: Transforming educational paradigms. Education Sciences, 15(3), 303. https://doi.org/10.3390/educsci15030303.
  • Dalgarno, B., & Lee, M. J. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10-32. https://doi.org/10.1111/j.1467-8535.2009.01038.x.
  • Davies, P. (2000). The relevance of systematic reviews to educational policy and practice. Oxford Review of Education, 26(3-4), 365-378.
  • Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2020). Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research. British Journal of Educational Technology, 51(6), 2006-2033. https://doi.org/10.1111/bjet.13030.
  • Ferdig, R. E., Gandolfi, E., & Immel, Z. (2018). Educational opportunities for immersive virtual reality. Second handbook of information technology in primary and secondary education, 955-966. https://doi.org/10.1007/978-3-319-53803-7_66-1.
  • Gough, D., & Thomas, J. (2016). Systematic reviews of research in education: Aims, myths and multiple methods. Review of Education, 4(1), 84-102. https://doi.org/10.1002/rev3.3068.
  • Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1-32. https://doi.org/10.1007/s40692-020-00169-2.
  • Huang, J., & Hu, Y. (2025). A systematic review of immersive virtual reality applications in geography higher education. Journal of Geography in Higher Education, 1-18. https://doi.org/10.1080/03098265.2025.2449883.
  • Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23, 1515-1529. https://doi.org/10.1007/s10639-017-9676-0.
  • Johnston, E., Olivas, G., Steele, P., Smith, C., & Bailey, L. (2018). Exploring pedagogical foundations of existing virtual reality educational applications: A content analysis study. Journal of Educational Technology Systems, 46(4), 414-439. https://doi.org/10.1177/0047239517745560.
  • Jung, A. R., & Park, E. A. (2022). The effectiveness of learning to use HMD-based VR technologies on nursing students: chemoport insertion surgery. International Journal of Environmental Research and Public Health, 19(8), 4823. https://doi.org/10.3390/ijerph19084823.
  • Khan, H. U., Ali, Y., Khan, F., & Al-Antari, M. A. (2024). A comprehensive study on unraveling the advances of immersive technologies (VR/AR/MR/XR) in the healthcare sector during the COVID-19: Challenges and solutions. Heliyon, 10(15). https://doi.org/10.1016/j.heliyon.2024.e35037.
  • Liu, R., Wang, L., Koszalka, T. A., & Wan, K. (2022). Effects of immersive virtual reality classrooms on students' academic achievement, motivation and cognitive load in science lessons. Journal of Computer Assisted Learning, 38(5), 1422-1433. https://doi.org/10.1111/jcal.12688.
  • Luo, H., Li, G., Feng, Q., Yang, Y., & Zuo, M. (2021). Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019. Journal of Computer Assisted Learning, 37(3), 887-901. https://doi.org/10.1111/jcal.12538.
  • Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and instruction, 60, 225-236. https://doi.org/10.1016/j.learninstruc.2017.12.007.
  • Makransky G., Petersen G. B. (2021). The cognitive affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33, 937-958. https://doi.org/10.1007/s10648-020-09586-2. Makransky, G., & Mayer, R. E. (2022). Benefits of taking a virtual field trip in immersive virtual reality: Evidence for the immersion principle in multimedia learning. Educational Psychology Review, 34(3), 1771-1798. https://doi.org/10.1007/s10648-022-09675-4.
  • Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2023). Virtual reality in education: a review of learning theories, approaches and methodologies for the last decade. Electronics, 12(13), 2832. https://doi.org/10.3390/electronics12132832.
  • Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2024). How personalized and effective is immersive virtual reality in education? A systematic literature review for the last decade. Multimedia Tools and Applications, 83(6), 18185-18233. https://doi.org/10.1007/s11042-023-15986-7.
  • Matovu, H., Ungu, D. A. K., Won, M., Tsai, C. C., Treagust, D. F., Mocerino, M., & Tasker, R. (2023). Immersive virtual reality for science learning: Design, implementation, and evaluation. Studies in Science Education, 59(2), 205-244. https://doi.org/10.1080/03057267.2022.2082680.
  • Mayer, R. E. (2022). Cognitive theory of multimedia learning. In R. E. Mayer & L. Fiorella (Eds.), The Cambridge handbook of multimedia learning (3rd ed., pp. 57–72). Cambridge University Press.
  • Mayer, R. E., Makransky, G., & Parong, J. (2023). The promise and pitfalls of learning in immersive virtual reality. International Journal of Human–Computer Interaction, 39(11), 2229-2238. https://doi.org/10.1080/10447318.2022.2108563.
  • Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The pedagogy of technology integration. Journal of Technology Studies, 32(2), 66-71.
  • Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372. https://doi.org/10.1136/bmj.n71.
  • Pellas, N., Mystakidis, S., &Kazanidis, I. (2021). Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature. Virtual Reality, 25(3), 835-861. https://doi.org/10.1007/s10055-020-00489-9.
  • Porte, L., Boucheix, J. M., Rapet, L., Drai-Zerbib, V., & Martinez, J. L. (2024). Immersive virtual reality for learning about ecosystems: effect of two signaling levels and feedback on action decisions. Frontiers in Psychology, 15, 1359071. https://doi.org/10.3389/fpsyg.2024.1359071.
  • Radianti, J., Majchrzak, T. A., Fromm, J., &Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778.
  • Santilli, T., Ceccacci, S., Mengoni, M., &Giaconi, C. (2024). Virtual vs. traditional learning in higher education: A systematic review of comparative studies. Computers & Education, 105214. https://doi.org/10.1016/j.compedu.2024.105214.
  • Soltiyeva, A., Oliveira, W., Madina, A., Adilkhan, S., Urmanov, M., & Hamari, J. (2023). My Lovely Granny’s Farm: An immersive virtual reality training system for children with autism spectrum disorder. Education and Information Technologies, 28(12), 16887-16907. https://doi.org/10.1007/s10639-023-11862-x.
  • Tacgin, Z. & Dalgarno, B. (2021). Building an Instructional Design Model for Immersive Virtual Reality Learning Environments. In G. Akcayir & C. Demmans Epp (Eds.), Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education (pp. 20-47). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-7998-5043-4.ch002.
  • Unity, (2025). 2025 Unity Gaming Report. Retrieved from https://unity.com/resources/gaming-report (Retrieved date: 2 April 2025).
  • Wang, Y. (2023). Report on smart education in China. In Smart Education in China and Central & Eastern European Countries (pp. 11-50). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-19-7319-2_2.
  • Wang, S. M., Yaqin, M. A., & Lan, V. H. (2024). Enhancing Spatial-Reasoning Perception Using Virtual Reality Immersive Experience. IEEE Transactions on Education. https://doi.org/10.1109/TE.2024.3401839.
  • Wu, B., Yu, X., & Gu, X. (2020). Effectiveness of immersive virtual reality using head‐mounted displays on learning performance: A meta‐analysis. British Journal of Educational Technology, 51(6), 1991-2005. https://doi.org/10.1111/bjet.13023.
  • Yang, H., Cai, M., Diao, Y., Liu, R., Liu, L., & Xiang, Q. (2023). How does interactive virtual reality enhance learning outcomes via emotional experiences? A structural equation modeling approach. Frontiers in Psychology, 13, 1081372. https://doi.org/10.3389/fpsyg.2022.1081372.
  • Zhang, X. (2025). Digital Transformation and Smart Education in China: Current Status and Challenges. Open Access Library Journal, 12(3), 1-11. https://doi.org/10.4236/oalib.1112952.

Sürükleyici Sanal Gerçeklik Öğrenme Ortamlarındaki Araştırmaların Tasarım ve Geliştirme Açısından Sistematik İncelemesi

Yıl 2025, Cilt: 12 Sayı: 1, 114 - 135, 30.06.2025

Fatih Aydin , Hasan Çakır

https://doi.org/10.51725/etad.1683846

Öz

Bu çalışma, eğitim ortamlarında sürükleyici sanal gerçeklik öğrenme ortamları kullanılarak yapılan araştırmaların sistematik bir incelemesini sunmaktadır. Katılımcıların başa takılan görüntüleyiciler aracılığıyla etkileşimde bulunduğu, ölçülebilir öğrenme çıktılarının olduğu çalışmalara odaklanılmaktadır. İnceleme; 2020 ve 2024 yılları arasında yayınlanan İngilizce dilinde, hakemli bilimsel dergilerden yararlanmakta ve araştırma tasarımı ve yıllar içindeki eğilimi, eğitim yaklaşımı, öğrenme hedefi, konu alanı, hedef kitle, ülke, sanal ortam geliştirme aracı, kullanılan başa takılan görüntüleyiciler ve dergilerin indekslenme durumunu araştırmaktadır. İlgili çalışmalara ulaşmak için arama stratejileri doğrultusunda çeşitli veri tabanlarında aramalar yapılmıştır. Bu aramalar sonucunda başlangıçta 815 sonuca ulaşılmıştır. PRISMA 2020 yönergeleri takip edilerek ve belirli dışlama kriterleri uygulanarak 38 çalışma analize dahil edilmiştir. Sonuçlar sürükleyici sanal gerçeklik öğrenme ortamlarındaki mevcut eğilimleri ortaya koyarak, araştırmacılara ve tasarımcılara gelecekteki eğitim uygulamalarının geliştirilmesi için önemli öneriler sunmaktadır.

Anahtar Kelimeler

Sürükleyici sanal gerçeklik Öğrenme ortamları Sistematik inceleme Tasarım Geliştirme

Kaynakça

  • Acevedo, P., Magana, A. J., Benes, B., & Mousas, C. (2024). A systematic review of immersive virtual reality in STEM education: Advantages and disadvantages on learning and user experience. IEEE Access. https://doi.org/10.1109/ACCESS.2024.3489233.
  • Alsop, T. (2025) VR Headset Unit Sales Worldwide 2023–2028. Retrieved from: https://www.statista.com/statistics/677096/vr-headsets-worldwide/ (Retrieved date: 01 April 2025).
  • Bizami, N. A., Tasir, Z., & Kew, S. N. (2023). Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review. Education and Information Technologies, 28(2), 1373-1425. https://doi.org/10.1007/s10639-022-11243-w.
  • Cheng, K. H. (2023). An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning. Computers & Education, 201, 104814. https://doi.org/10.1016/j.compedu.2023.104814.
  • Craig, C. D., & Kay, R. (2023). A Systematic Overview of Reviews of the Use of Immersive Virtual Reality in Higher Education. Higher Learning Research Communications, 13(2), 42-60.
  • Conrad, M., Kablitz, D., & Schumann, S. (2024). Learning effectiveness of immersive virtual reality in education and training: A systematic review of findings. Computers & Education: X Reality, 4, 100053. https://doi.org/10.1016/j.cexr.2024.100053.
  • Crogman, H. T., Cano, V. D., Pacheco, E., Sonawane, R. B., & Boroon, R. (2025). Virtual reality, augmented reality, and mixed reality in experiential learning: Transforming educational paradigms. Education Sciences, 15(3), 303. https://doi.org/10.3390/educsci15030303.
  • Dalgarno, B., & Lee, M. J. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10-32. https://doi.org/10.1111/j.1467-8535.2009.01038.x.
  • Davies, P. (2000). The relevance of systematic reviews to educational policy and practice. Oxford Review of Education, 26(3-4), 365-378.
  • Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2020). Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research. British Journal of Educational Technology, 51(6), 2006-2033. https://doi.org/10.1111/bjet.13030.
  • Ferdig, R. E., Gandolfi, E., & Immel, Z. (2018). Educational opportunities for immersive virtual reality. Second handbook of information technology in primary and secondary education, 955-966. https://doi.org/10.1007/978-3-319-53803-7_66-1.
  • Gough, D., & Thomas, J. (2016). Systematic reviews of research in education: Aims, myths and multiple methods. Review of Education, 4(1), 84-102. https://doi.org/10.1002/rev3.3068.
  • Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1-32. https://doi.org/10.1007/s40692-020-00169-2.
  • Huang, J., & Hu, Y. (2025). A systematic review of immersive virtual reality applications in geography higher education. Journal of Geography in Higher Education, 1-18. https://doi.org/10.1080/03098265.2025.2449883.
  • Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23, 1515-1529. https://doi.org/10.1007/s10639-017-9676-0.
  • Johnston, E., Olivas, G., Steele, P., Smith, C., & Bailey, L. (2018). Exploring pedagogical foundations of existing virtual reality educational applications: A content analysis study. Journal of Educational Technology Systems, 46(4), 414-439. https://doi.org/10.1177/0047239517745560.
  • Jung, A. R., & Park, E. A. (2022). The effectiveness of learning to use HMD-based VR technologies on nursing students: chemoport insertion surgery. International Journal of Environmental Research and Public Health, 19(8), 4823. https://doi.org/10.3390/ijerph19084823.
  • Khan, H. U., Ali, Y., Khan, F., & Al-Antari, M. A. (2024). A comprehensive study on unraveling the advances of immersive technologies (VR/AR/MR/XR) in the healthcare sector during the COVID-19: Challenges and solutions. Heliyon, 10(15). https://doi.org/10.1016/j.heliyon.2024.e35037.
  • Liu, R., Wang, L., Koszalka, T. A., & Wan, K. (2022). Effects of immersive virtual reality classrooms on students' academic achievement, motivation and cognitive load in science lessons. Journal of Computer Assisted Learning, 38(5), 1422-1433. https://doi.org/10.1111/jcal.12688.
  • Luo, H., Li, G., Feng, Q., Yang, Y., & Zuo, M. (2021). Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019. Journal of Computer Assisted Learning, 37(3), 887-901. https://doi.org/10.1111/jcal.12538.
  • Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and instruction, 60, 225-236. https://doi.org/10.1016/j.learninstruc.2017.12.007.
  • Makransky G., Petersen G. B. (2021). The cognitive affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33, 937-958. https://doi.org/10.1007/s10648-020-09586-2. Makransky, G., & Mayer, R. E. (2022). Benefits of taking a virtual field trip in immersive virtual reality: Evidence for the immersion principle in multimedia learning. Educational Psychology Review, 34(3), 1771-1798. https://doi.org/10.1007/s10648-022-09675-4.
  • Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2023). Virtual reality in education: a review of learning theories, approaches and methodologies for the last decade. Electronics, 12(13), 2832. https://doi.org/10.3390/electronics12132832.
  • Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2024). How personalized and effective is immersive virtual reality in education? A systematic literature review for the last decade. Multimedia Tools and Applications, 83(6), 18185-18233. https://doi.org/10.1007/s11042-023-15986-7.
  • Matovu, H., Ungu, D. A. K., Won, M., Tsai, C. C., Treagust, D. F., Mocerino, M., & Tasker, R. (2023). Immersive virtual reality for science learning: Design, implementation, and evaluation. Studies in Science Education, 59(2), 205-244. https://doi.org/10.1080/03057267.2022.2082680.
  • Mayer, R. E. (2022). Cognitive theory of multimedia learning. In R. E. Mayer & L. Fiorella (Eds.), The Cambridge handbook of multimedia learning (3rd ed., pp. 57–72). Cambridge University Press.
  • Mayer, R. E., Makransky, G., & Parong, J. (2023). The promise and pitfalls of learning in immersive virtual reality. International Journal of Human–Computer Interaction, 39(11), 2229-2238. https://doi.org/10.1080/10447318.2022.2108563.
  • Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The pedagogy of technology integration. Journal of Technology Studies, 32(2), 66-71.
  • Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372. https://doi.org/10.1136/bmj.n71.
  • Pellas, N., Mystakidis, S., &Kazanidis, I. (2021). Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature. Virtual Reality, 25(3), 835-861. https://doi.org/10.1007/s10055-020-00489-9.
  • Porte, L., Boucheix, J. M., Rapet, L., Drai-Zerbib, V., & Martinez, J. L. (2024). Immersive virtual reality for learning about ecosystems: effect of two signaling levels and feedback on action decisions. Frontiers in Psychology, 15, 1359071. https://doi.org/10.3389/fpsyg.2024.1359071.
  • Radianti, J., Majchrzak, T. A., Fromm, J., &Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778.
  • Santilli, T., Ceccacci, S., Mengoni, M., &Giaconi, C. (2024). Virtual vs. traditional learning in higher education: A systematic review of comparative studies. Computers & Education, 105214. https://doi.org/10.1016/j.compedu.2024.105214.
  • Soltiyeva, A., Oliveira, W., Madina, A., Adilkhan, S., Urmanov, M., & Hamari, J. (2023). My Lovely Granny’s Farm: An immersive virtual reality training system for children with autism spectrum disorder. Education and Information Technologies, 28(12), 16887-16907. https://doi.org/10.1007/s10639-023-11862-x.
  • Tacgin, Z. & Dalgarno, B. (2021). Building an Instructional Design Model for Immersive Virtual Reality Learning Environments. In G. Akcayir & C. Demmans Epp (Eds.), Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education (pp. 20-47). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-7998-5043-4.ch002.
  • Unity, (2025). 2025 Unity Gaming Report. Retrieved from https://unity.com/resources/gaming-report (Retrieved date: 2 April 2025).
  • Wang, Y. (2023). Report on smart education in China. In Smart Education in China and Central & Eastern European Countries (pp. 11-50). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-19-7319-2_2.
  • Wang, S. M., Yaqin, M. A., & Lan, V. H. (2024). Enhancing Spatial-Reasoning Perception Using Virtual Reality Immersive Experience. IEEE Transactions on Education. https://doi.org/10.1109/TE.2024.3401839.
  • Wu, B., Yu, X., & Gu, X. (2020). Effectiveness of immersive virtual reality using head‐mounted displays on learning performance: A meta‐analysis. British Journal of Educational Technology, 51(6), 1991-2005. https://doi.org/10.1111/bjet.13023.
  • Yang, H., Cai, M., Diao, Y., Liu, R., Liu, L., & Xiang, Q. (2023). How does interactive virtual reality enhance learning outcomes via emotional experiences? A structural equation modeling approach. Frontiers in Psychology, 13, 1081372. https://doi.org/10.3389/fpsyg.2022.1081372.
  • Zhang, X. (2025). Digital Transformation and Smart Education in China: Current Status and Challenges. Open Access Library Journal, 12(3), 1-11. https://doi.org/10.4236/oalib.1112952.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Derleme Makale
Yazarlar

Fatih Aydin 0000-0001-8447-4374

Hasan Çakır 0000-0002-4499-9712

Yayımlanma Tarihi 30 Haziran 2025
Gönderilme Tarihi 25 Nisan 2025
Kabul Tarihi 3 Haziran 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 12 Sayı: 1

Kaynak Göster

APA Aydin, F., & Çakır, H. (2025). A Systematic Review of Research for Design and Development in Immersive Virtual Reality Learning Environments. Eğitim Ve Toplum Araştırmaları Dergisi, 12(1), 114-135. https://doi.org/10.51725/etad.1683846
 Kapak Resmi İndir

 Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.