Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research
Immersive Virtual Reality (IVR) systems offer several learning affordances, that is, characteristics that can elicit learning behaviors promoting learning outcomes in educational contexts. In particular, the immersive and interactive properties of these systems represent a strong opportunity to supp...
Saved in:
| Published in | British journal of educational technology Vol. 51; no. 6; pp. 2006 - 2033 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Coventry
Wiley
01.11.2020
Blackwell Publishing Ltd |
| Subjects | |
| Online Access | Get full text |
Cover
Loading…
| Abstract | Immersive Virtual Reality (IVR) systems offer several learning affordances, that is, characteristics that can elicit learning behaviors promoting learning outcomes in educational contexts. In particular, the immersive and interactive properties of these systems represent a strong opportunity to support the effective learning experiences. The present review aims at mapping IVR systems’ use in K‐12 and higher educational contexts and investigating their effectiveness in facilitating learning in terms of knowledge attainment and retention and motivational outcomes. The synthesis of the reviewed studies (n = 18) show that IVR can support a number of activities and experiences that in turn improve learning and motivate students to fulfill educational goals by eliciting their interest and engagement with the learning materials. The main advantage of IVR seems related to the possibility for users to have first‐hand experiences that would not be possible in the real world, simultaneously offering unique opportunities for experiential and situated learning, as well as promoting students’ motivation and engagement. Despite the promising findings, the reviewed studies present several methodological flaws: non‐randomized trials, small sample sizes, unbalanced samples and non‐validated measures. This in turn makes it difficult to generalize from these results. Future research is needed to investigate the unique opportunities of IVR in education. |
|---|---|
| AbstractList | Immersive Virtual Reality (IVR) systems offer several learning affordances, that is, characteristics that can elicit learning behaviors promoting learning outcomes in educational contexts. In particular, the immersive and interactive properties of these systems represent a strong opportunity to support the effective learning experiences. The present review aims at mapping IVR systems’ use in K‐12 and higher educational contexts and investigating their effectiveness in facilitating learning in terms of knowledge attainment and retention and motivational outcomes. The synthesis of the reviewed studies (n = 18) show that IVR can support a number of activities and experiences that in turn improve learning and motivate students to fulfill educational goals by eliciting their interest and engagement with the learning materials. The main advantage of IVR seems related to the possibility for users to have first‐hand experiences that would not be possible in the real world, simultaneously offering unique opportunities for experiential and situated learning, as well as promoting students’ motivation and engagement. Despite the promising findings, the reviewed studies present several methodological flaws: non‐randomized trials, small sample sizes, unbalanced samples and non‐validated measures. This in turn makes it difficult to generalize from these results. Future research is needed to investigate the unique opportunities of IVR in education.Practitioner NotesWhat is already known about this topic?There is an increasing use of immersive virtual reality (IVR) in different fields, including education.Experiences in IVR promote sense of presence, sense of embodiment, while supporting attentional and emotional engagement.What this paper adds?The paper outlines the learning affordances of IVR both at cognitive and affective level.The results of our systematic review show that IVR is a promising technology that can positively influence the students’ learning achievements and motivation to learn.The paper presents also a critical analysis of the included papers, which results in recommendation for future research and practice.Implication for practice and/or policy.The paper makes evidence‐based recommendations for teachers as well as researchers in the field.It introduces affordable and easy‐to‐use devices that meet the affordances of IVR for improving learning. Immersive Virtual Reality (IVR) systems offer several learning affordances, that is, characteristics that can elicit learning behaviors promoting learning outcomes in educational contexts. In particular, the immersive and interactive properties of these systems represent a strong opportunity to support the effective learning experiences. The present review aims at mapping IVR systems' use in K-12 and higher educational contexts and investigating their effectiveness in facilitating learning in terms of knowledge attainment and retention and motivational outcomes. The synthesis of the reviewed studies (n = 18) show that IVR can support a number of activities and experiences that in turn improve learning and motivate students to fulfill educational goals by eliciting their interest and engagement with the learning materials. The main advantage of IVR seems related to the possibility for users to have first-hand experiences that would not be possible in the real world, simultaneously offering unique opportunities for experiential and situated learning, as well as promoting students' motivation and engagement. Despite the promising findings, the reviewed studies present several methodological flaws: non-randomized trials, small sample sizes, unbalanced samples and non-validated measures. This in turn makes it difficult to generalize from these results. Future research is needed to investigate the unique opportunities of IVR in education. |
| Audience | Elementary Secondary Education Higher Education Postsecondary Education |
| Author | Di Natale, Anna Flavia Repetto, Claudia Riva, Giuseppe Villani, Daniela |
| Author_xml | – sequence: 1 givenname: Anna Flavia orcidid: 0000-0003-2225-3159 surname: Di Natale fullname: Di Natale, Anna Flavia email: a.dinatale@campus.unimib.it – sequence: 2 givenname: Claudia orcidid: 0000-0001-8365-7697 surname: Repetto fullname: Repetto, Claudia – sequence: 3 givenname: Giuseppe orcidid: 0000-0003-3657-106X surname: Riva fullname: Riva, Giuseppe – sequence: 4 givenname: Daniela orcidid: 0000-0002-2435-4036 surname: Villani fullname: Villani, Daniela |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1273787$$DView record in ERIC |
| BookMark | eNp9kEtLAzEUhYNUsFU37oWAO2E0j0kzdVdLfRbc1PWQydzYlHnUZFqZnT_B3-gvMe2ICxHvJlzOd84NZ4B6VV0BQieUXNAwl9kSmgvKCSd7qE_joYwSwUUP9QkhMqKE8gM08H4ZVsJF3EflfVmC83YDeGNds1YFdqAK27TYVvjx8_2DMqyqHC_sywIchnytVWPr6gqPMSVBb0E57FvfQBkEHewbC2-4NhjKlXVW7yJ9oPTiCO0bVXg4_n4P0fPNdD65i2ZPt_eT8SzSnHESsaEwMc-VhCHP5BC0EJAJlsicj4hh2igmgJPE6ETTWAmTUT5SXNJcqDwxGT9EZ13uytWva_BNuqzXrgonUxYLSTkTVAbqtKMg_DJdOVsq16bTB8okl8lWP-907WrvHZgfhpJ0W3e6rTvd1R1g8gvWttk11Thli78ttLO82QLaf8LT64fpvPN8AcezlUU |
| CitedBy_id | crossref_primary_10_18332_ejm_191364 crossref_primary_10_1186_s12909_024_05423_0 crossref_primary_10_1007_s10639_023_12215_4 crossref_primary_10_1080_10447318_2024_2405784 crossref_primary_10_1080_03057267_2022_2082680 crossref_primary_10_1080_10494820_2022_2118785 crossref_primary_10_1080_1475939X_2023_2196281 crossref_primary_10_1111_jcal_12670 crossref_primary_10_1017_XPS_2024_10 crossref_primary_10_1021_acs_jchemed_1c00476 crossref_primary_10_3390_buildings13051340 crossref_primary_10_1007_s10648_024_09956_0 crossref_primary_10_1080_10447318_2023_2209837 crossref_primary_10_1007_s10055_023_00830_y crossref_primary_10_1016_j_compedu_2022_104701 crossref_primary_10_1016_j_cexr_2023_100029 crossref_primary_10_1142_S0218348X23401539 crossref_primary_10_4018_IJWLTT_334849 crossref_primary_10_1016_j_cexr_2023_100024 crossref_primary_10_3390_app14146366 crossref_primary_10_1007_s10639_024_12682_3 crossref_primary_10_23887_jlls_v7i1_70098 crossref_primary_10_3390_heritage7010018 crossref_primary_10_1007_s10639_024_13070_7 crossref_primary_10_1111_jcal_13076 crossref_primary_10_1016_j_compedu_2023_104760 crossref_primary_10_1002_cite_202300169 crossref_primary_10_1007_s10639_022_11167_5 crossref_primary_10_1007_s10639_024_12901_x crossref_primary_10_1016_j_compedu_2023_104757 crossref_primary_10_3389_feduc_2024_1388483 crossref_primary_10_1002_tea_21765 crossref_primary_10_3389_fpsyg_2021_645032 crossref_primary_10_1177_07356331221121284 crossref_primary_10_18332_ejm_172187 crossref_primary_10_3390_educsci14090963 crossref_primary_10_3390_heritage7050118 crossref_primary_10_1016_j_chb_2023_107815 crossref_primary_10_1007_s10763_024_10484_0 crossref_primary_10_1108_JET_08_2024_0059 crossref_primary_10_31992_0869_3617_2024_33_5_112_135 crossref_primary_10_1016_j_chb_2023_107812 crossref_primary_10_1111_bjet_13104 crossref_primary_10_1111_bjet_13464 crossref_primary_10_1007_s10648_023_09822_5 crossref_primary_10_1016_j_cexr_2023_100045 crossref_primary_10_1007_s11423_025_10481_2 crossref_primary_10_1111_jcal_12878 crossref_primary_10_1007_s10639_024_12620_3 crossref_primary_10_3390_electronics13081549 crossref_primary_10_56294_dm2023121 crossref_primary_10_3390_su16219451 crossref_primary_10_1021_acs_jchemed_2c01069 crossref_primary_10_1016_j_compedu_2022_104456 crossref_primary_10_1186_s40561_022_00200_2 crossref_primary_10_1111_jcal_12741 crossref_primary_10_1080_10494820_2023_2277747 crossref_primary_10_1080_1034912X_2024_2427603 crossref_primary_10_1080_10494820_2023_2208173 crossref_primary_10_33225_jbse_23_22_568 crossref_primary_10_18239_ensayos_v39i1_3359 crossref_primary_10_1080_10494820_2024_2343759 crossref_primary_10_1007_s11423_025_10449_2 crossref_primary_10_1016_j_cexr_2024_100068 crossref_primary_10_3390_app13148420 crossref_primary_10_1007_s41979_023_00095_9 crossref_primary_10_1109_ACCESS_2022_3145991 crossref_primary_10_1080_03098265_2024_2333290 crossref_primary_10_1007_s11423_024_10351_3 crossref_primary_10_1007_s10639_024_12540_2 crossref_primary_10_1177_00472395221132582 crossref_primary_10_1016_j_edurev_2022_100434 crossref_primary_10_1007_s10639_025_13486_9 crossref_primary_10_1007_s10956_024_10194_w crossref_primary_10_1080_13504622_2025_2480661 crossref_primary_10_1089_cyber_2023_29300_ceu crossref_primary_10_1111_jcal_12731 crossref_primary_10_1007_s42010_022_00154_x crossref_primary_10_1155_2022_1201852 crossref_primary_10_1177_00472395231216943 crossref_primary_10_1007_s41252_022_00287_1 crossref_primary_10_3390_su16104092 crossref_primary_10_1016_j_entcom_2024_100643 crossref_primary_10_1111_bjet_13038 crossref_primary_10_1177_17488958231200346 crossref_primary_10_1002_ceas_12245 crossref_primary_10_1080_03098265_2025_2449883 crossref_primary_10_1111_jcal_12601 crossref_primary_10_1007_s10055_023_00926_5 crossref_primary_10_3390_app112110426 crossref_primary_10_1007_s10055_023_00816_w crossref_primary_10_1007_s13437_021_00242_2 crossref_primary_10_1007_s10639_023_12126_4 crossref_primary_10_1080_00933104_2022_2118091 crossref_primary_10_1007_s10055_022_00626_6 crossref_primary_10_1016_j_compedu_2023_104793 crossref_primary_10_1007_s10639_024_12959_7 crossref_primary_10_1007_s10639_024_13234_5 crossref_primary_10_1016_j_edurev_2022_100452 crossref_primary_10_1007_s11042_024_19238_0 crossref_primary_10_1007_s10755_024_09725_5 crossref_primary_10_14746_gl_2024_51_2_9 crossref_primary_10_1007_s10055_024_01096_8 crossref_primary_10_1162_pres_a_00346 crossref_primary_10_1186_s40561_024_00299_5 crossref_primary_10_1007_s11423_023_10303_3 crossref_primary_10_1016_j_caeai_2021_100030 crossref_primary_10_1080_00219266_2024_2386250 crossref_primary_10_1080_10494820_2023_2187421 crossref_primary_10_3390_su16010095 crossref_primary_10_1007_s10639_024_12766_0 crossref_primary_10_1016_j_ssaho_2025_101390 crossref_primary_10_57019_jmv_1344489 crossref_primary_10_1016_j_compedu_2023_104815 crossref_primary_10_1016_j_compedu_2023_104814 crossref_primary_10_3389_frvir_2025_1502450 crossref_primary_10_1080_10494820_2024_2367019 crossref_primary_10_1111_jcal_12702 crossref_primary_10_1007_s10639_023_12379_z crossref_primary_10_1007_s10648_022_09675_4 crossref_primary_10_1007_s43683_024_00152_8 crossref_primary_10_3390_ijerph20085571 crossref_primary_10_1109_TLT_2024_3487898 crossref_primary_10_1177_07356331231165099 crossref_primary_10_1007_s10639_022_11115_3 crossref_primary_10_1080_10494820_2022_2147959 crossref_primary_10_1075_aila_24015_com crossref_primary_10_3390_computers13020050 crossref_primary_10_1111_ssm_18355 crossref_primary_10_1177_21582440231220112 crossref_primary_10_1007_s42438_024_00492_2 crossref_primary_10_3390_mti8080072 crossref_primary_10_1109_TE_2023_3337337 crossref_primary_10_3390_virtualworlds3040026 crossref_primary_10_1007_s11042_023_15986_7 crossref_primary_10_57568_iulresearch_v4i7_420 crossref_primary_10_1080_2331186X_2023_2165788 crossref_primary_10_1007_s10639_023_11845_y crossref_primary_10_3389_fpsyg_2023_1218959 crossref_primary_10_1007_s11251_024_09697_1 crossref_primary_10_46627_silet_v4i3_238 crossref_primary_10_1007_s10956_023_10035_2 crossref_primary_10_1109_ACCESS_2024_3447589 crossref_primary_10_1007_s11423_021_10070_z crossref_primary_10_3390_designs7050105 crossref_primary_10_1007_s11528_023_00922_1 crossref_primary_10_3389_fnut_2023_1170311 crossref_primary_10_1016_j_ijinfomgt_2023_102684 crossref_primary_10_1007_s12528_025_09431_x crossref_primary_10_1111_bjet_13503 crossref_primary_10_1007_s11412_023_09404_1 crossref_primary_10_1080_13683500_2024_2330675 crossref_primary_10_3389_frvir_2023_1286877 crossref_primary_10_1186_s41077_025_00337_3 crossref_primary_10_1007_s11528_024_00999_2 crossref_primary_10_2478_amns_2024_2337 crossref_primary_10_3390_mti8070059 crossref_primary_10_3390_mti8070058 crossref_primary_10_1016_j_compedu_2021_104214 crossref_primary_10_3389_feduc_2023_1195200 crossref_primary_10_1145_3717838 crossref_primary_10_25304_rlt_v31_2855 crossref_primary_10_1007_s10639_024_12807_8 crossref_primary_10_1007_s10639_024_13156_2 crossref_primary_10_1016_j_caeo_2024_100208 crossref_primary_10_3390_bs14020082 crossref_primary_10_1007_s11423_022_10082_3 crossref_primary_10_3390_fi16070249 crossref_primary_10_1016_j_ijinfomgt_2025_102869 crossref_primary_10_1080_00377996_2025_2469297 crossref_primary_10_1007_s11423_023_10300_6 crossref_primary_10_1007_s11423_022_10139_3 crossref_primary_10_1109_TLT_2023_3319628 crossref_primary_10_1177_00375497241229757 crossref_primary_10_1016_j_ecns_2024_101626 crossref_primary_10_1016_j_compedu_2023_104959 crossref_primary_10_1007_s11528_023_00925_y crossref_primary_10_1111_bjet_13436 crossref_primary_10_1016_j_tate_2023_104391 crossref_primary_10_3389_frvir_2022_888689 crossref_primary_10_1002_berj_4089 crossref_primary_10_3389_frvir_2023_1138240 crossref_primary_10_3390_app15042162 crossref_primary_10_1007_s10639_023_12436_7 crossref_primary_10_1590_1983_3652_2025_49561 crossref_primary_10_1080_25725084_2023_2286409 crossref_primary_10_3390_educsci13101044 crossref_primary_10_3390_anatomia2010008 crossref_primary_10_1007_s10639_023_11968_2 crossref_primary_10_1080_10494820_2024_2315125 crossref_primary_10_1089_cyber_2022_0395 crossref_primary_10_1007_s00170_022_09328_4 crossref_primary_10_1007_s10758_024_09764_z |
| Cites_doi | 10.1126/science.1167311 10.1016/j.compedu.2011.07.017 10.1162/PRES_a_00221 10.1002/alr.21986 10.1016/j.sbspro.2009.01.034 10.1080/0144929X.2016.1212931 10.1016/j.compedu.2016.01.001 10.1080/14703297.2013.820139 10.1016/j.learninstruc.2017.12.007 10.1186/s41235-017-0060-9 10.1080/09523980701847115 10.1080/10494820.2019.1681467 10.1016/j.compedu.2010.06.005 10.1371/journal.pone.0169711 10.1016/j.compedu.2010.06.006 10.1111/j.1467-8535.2008.00857.x 10.3102/00346543053004445 10.12973/eurasia.2014.1122a 10.4018/jgcms.2011010102 10.1186/s13643-016-0384-4 10.1007/s10956-006-9039-x 10.3389/fpsyg.2011.00035 10.1016/j.compedu.2007.09.020 10.1037/0022-0663.95.4.667 10.1007/s11528-019-00474-3 10.1016/j.compedu.2018.10.008 10.1089/cyber.2018.0150 10.1080/15213269.2015.1015740 10.1111/jcal.12375 10.3389/frobt.2016.00074 10.1111/j.1467-8535.2009.01038.x 10.1080/10810730.2010.535107 10.3389/frobt.2018.00081 10.1016/j.compeleceng.2017.08.023 10.1007/s11423-018-9581-2 10.1016/j.intcom.2012.04.008 10.3389/fnhum.2013.00083 10.1016/j.concog.2017.06.015 10.1111/j.1365-2923.2012.04243.x 10.1111/bjet.12591 10.1037/edu0000241 10.4018/978-1-61692-822-3.ch007 10.1037/a0034008 10.1007/978-981-10-5490-7 10.1111/j.1467-8535.2008.00900.x 10.1016/j.compedu.2013.07.033 10.29333/ejmste/85874 10.1146/annurev.psych.59.103006.093639 10.1088/1361-6404/aaa8fb 10.12753/2066-026X-15-020 10.1016/j.compedu.2019.103603 10.1007/s10956-013-9441-0 10.1016/j.compedu.2010.10.020 10.1006/ceps.1999.1020 10.5688/aj730342 10.1007/s10639-018-9690-x 10.1016/j.chb.2019.03.040 10.1002/ase.1696 10.1007/s10639-017-9676-0 10.31234/osf.io/5b7y2 10.1007/s10956-009-9166-2 10.9778/cmajo.20170110 10.1089/109493102761022832 10.1016/j.compedu.2011.06.015 10.3389/fpsyg.2018.01878 10.1002/ca.23292 10.1037/0022-0663.94.3.598 10.1016/j.nedt.2019.06.008 10.1111/j.1365-2923.2012.04355.x 10.1007/978-3-030-01093-5_8 10.7326/0003-4819-151-4-200908180-00135 10.1016/j.compedu.2019.103778 10.1207/s15326985ep4101_4 10.1177/0735633119854025 10.1109/HAVE.2006.283790 10.1016/j.tele.2017.05.013 |
| ContentType | Journal Article |
| Copyright | 2020 British Educational Research Association |
| Copyright_xml | – notice: 2020 British Educational Research Association |
| DBID | AAYXX CITATION 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN 7SC 8FD AHOVV JQ2 L7M L~C L~D |
| DOI | 10.1111/bjet.13030 |
| DatabaseName | CrossRef ERIC ERIC (Ovid) ERIC ERIC ERIC (Legacy Platform) ERIC( SilverPlatter ) ERIC ERIC PlusText (Legacy Platform) Education Resources Information Center (ERIC) ERIC Computer and Information Systems Abstracts Technology Research Database Education Research Index ProQuest Computer Science Collection Advanced Technologies Database with Aerospace Computer and Information Systems Abstracts Academic Computer and Information Systems Abstracts Professional |
| DatabaseTitle | CrossRef ERIC Computer and Information Systems Abstracts Technology Research Database Computer and Information Systems Abstracts – Academic Advanced Technologies Database with Aerospace ProQuest Computer Science Collection Computer and Information Systems Abstracts Professional |
| DatabaseTitleList | Computer and Information Systems Abstracts ERIC |
| Database_xml | – sequence: 1 dbid: ERI name: ERIC url: https://eric.ed.gov/ sourceTypes: Index Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education |
| EISSN | 1467-8535 |
| ERIC | EJ1273787 |
| EndPage | 2033 |
| ExternalDocumentID | EJ1273787 10_1111_bjet_13030 BJET13030 |
| Genre | reviewArticle |
| GroupedDBID | -W8 -~X .3N .GA .GO .Y3 05W 07C 0R~ 10A 1OB 1OC 23N 31~ 33P 3EH 4.4 41~ 50Y 50Z 51W 51Y 52M 52O 52Q 52S 52T 52U 52W 5GY 5HH 5LA 5VS 66C 6J9 702 7PT 8-0 8-1 8-3 8-4 8-5 8UM 930 A04 AABNI AAESR AAHHS AAHQN AAHSB AAMNL AANHP AAONW AAOUF AASGY AAXRX AAYCA AAYJJ AAZKR ABCQN ABCUV ABDBF ABDPE ABEML ABIVO ABJNI ABPVW ABSOO ACAHQ ACBKW ACBWZ ACCFJ ACCZN ACFBH ACGFO ACGFS ACHQT ACPOU ACRPL ACSCC ACUHS ACXQS ACYXJ ACZ ADBBV ADEMA ADEOM ADIZJ ADKYN ADMGS ADMHG ADNMO ADXAS ADZMN ADZOD AEEZP AEGXH AEIGN AEIMD AEQDE AEUQT AEUYR AFBPY AFEBI AFFPM AFGKR AFKFF AFPWT AFWVQ AFYRF AFZJQ AHBTC AHEFC AI. AIAGR AIFKG AIURR AIWBW AJBDE ALAGY ALMA_UNASSIGNED_HOLDINGS ALUQN ALVPJ AMBMR AMYDB ASPBG ASTYK AVWKF AZBYB AZFZN AZVAB BAFTC BDRZF BFHJK BMXJE BNVMJ BQESF BROTX BRXPI BY8 CAG COF CS3 D-C D-D DC6 DCZOG DPXWK DR2 DRFUL DRMBU DRSSH DU5 EAD EAP EAS EBS EDJ EJD EMK EST ESX F00 F01 F5P FEDTE FZ0 G-S G.N G50 GODZA HF~ HGLYW HVGLF HZI HZ~ IHE IX1 J0M K48 LATKE LC2 LC4 LEEKS LH4 LITHE LOXES LP6 LP7 LPU LUTES LW6 LYRES MEWTI MK4 MRFUL MRSSH MSFUL MSSSH MXFUL MXSSH N04 N06 N9A NF~ O66 O9- OHT OIG P2P P2W P2Y P4C PALCI PQQKQ Q.N Q11 QB0 QF4 QM7 QN7 R.K RIG RIWAO RJQFR ROL RPD RX1 SAMSI SUPJJ TUS UB1 V8K VH1 W8V W99 WBKPD WGMDG WH7 WIH WII WOHZO WQZ WRC WSUWO WXSBR XG1 XOL ZCA ZZTAW ~IA ~WP AAYXX AEYWJ AGHNM AGQPQ CITATION 7SW AAMMB AEFGJ AGXDD AIDQK AIDYY BJH BNH BNI BNJ BNO ERI PET REK WWN 7SC 8FD AHOVV JQ2 L7M L~C L~D |
| ID | FETCH-LOGICAL-c3230-265f43da7e63b76ec55eb5287d390f2cfa25e308fc8c14a5fb139a371d5ad8fb3 |
| IEDL.DBID | DR2 |
| ISSN | 0007-1013 |
| IngestDate | Fri Jul 25 09:09:39 EDT 2025 Fri Aug 01 12:24:57 EDT 2025 Tue Jul 01 03:55:49 EDT 2025 Thu Apr 24 22:56:15 EDT 2025 Wed Jan 22 16:32:02 EST 2025 |
| IsDoiOpenAccess | false |
| IsOpenAccess | false |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 6 |
| Language | English |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c3230-265f43da7e63b76ec55eb5287d390f2cfa25e308fc8c14a5fb139a371d5ad8fb3 |
| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 |
| ORCID | 0000-0003-3657-106X 0000-0002-2435-4036 0000-0003-2225-3159 0000-0001-8365-7697 |
| PQID | 2457132517 |
| PQPubID | 47505 |
| PageCount | 28 |
| ParticipantIDs | proquest_journals_2457132517 eric_primary_EJ1273787 crossref_primary_10_1111_bjet_13030 crossref_citationtrail_10_1111_bjet_13030 wiley_primary_10_1111_bjet_13030_BJET13030 |
| ProviderPackageCode | CITATION AAYXX |
| PublicationCentury | 2000 |
| PublicationDate | November 2020 2020-11-00 20201101 |
| PublicationDateYYYYMMDD | 2020-11-01 |
| PublicationDate_xml | – month: 11 year: 2020 text: November 2020 |
| PublicationDecade | 2020 |
| PublicationPlace | Coventry |
| PublicationPlace_xml | – name: Coventry |
| PublicationTitle | British journal of educational technology |
| PublicationYear | 2020 |
| Publisher | Wiley Blackwell Publishing Ltd |
| Publisher_xml | – name: Wiley – name: Blackwell Publishing Ltd |
| References | 2010; 55 2017; 7 2013; 3 2014; 70 2009; 40 2017; 2 2013; 22 2020; 64 2002; 94 2019; 98 2019; 57 1983; 53 2011; 57 2011; 56 2009; 151 1971 2019; 128 2013; 7 2012; 58 2011; 16 2003; 95 2018; 49 2016; 35 1979 2005; 24 2018; 6 2018; 9 2018; 39 2019; 60 2018; 5 2019; 22 2017; 34 2012; 24 2003; 124 2009; 323 2014; 10 2009; 18 2015; 1 2011; 2 2016; 19 2000; 25 2011 2000; 26 2019; 32 2019; 79 2019; 35 2002; 5 2015; 52 2009 2008; 59 2008 2007 2006 2016; 95 2002 2020; 147 2018; 23 2019; 140 2008; 50 2007; 10 2011; 3 2018; 66 2018; 65 2010; 41 2018; 24 2007; 16 2015; 24 2016; 5 2016; 6 2017; 53 2014; 106 2018; 110 2006; 41 2009; 73 2019; 81 2016; 3 2020 2017; 10 2017; 12 2019 2008; 45 2018 2017 2014 2012; 46 2009; 1 2018; 14 Cunningham C. A. (e_1_2_7_16_1) 2011 e_1_2_7_5_1 e_1_2_7_7_1 e_1_2_7_19_1 Jacobson J. (e_1_2_7_30_1) 2011; 3 e_1_2_7_60_1 e_1_2_7_83_1 Repetto C. (e_1_2_7_73_1) 2018 e_1_2_7_17_1 e_1_2_7_62_1 e_1_2_7_81_1 e_1_2_7_15_1 e_1_2_7_41_1 e_1_2_7_64_1 Civelek T. (e_1_2_7_12_1) 2014; 10 e_1_2_7_13_1 e_1_2_7_43_1 e_1_2_7_66_1 e_1_2_7_85_1 e_1_2_7_11_1 e_1_2_7_68_1 e_1_2_7_47_1 e_1_2_7_89_1 e_1_2_7_49_1 Coelho C. (e_1_2_7_14_1) 2006 Henson K. T. (e_1_2_7_26_1) 2003; 124 e_1_2_7_90_1 e_1_2_7_94_1 e_1_2_7_50_1 e_1_2_7_71_1 e_1_2_7_92_1 e_1_2_7_25_1 e_1_2_7_31_1 e_1_2_7_52_1 e_1_2_7_23_1 e_1_2_7_33_1 e_1_2_7_54_1 Riva G. (e_1_2_7_75_1) 2014 e_1_2_7_21_1 e_1_2_7_35_1 e_1_2_7_56_1 e_1_2_7_58_1 e_1_2_7_79_1 Yu K. C. (e_1_2_7_95_1) 2016; 3 e_1_2_7_6_1 Checa D. (e_1_2_7_9_1) 2019; 79 Barnett M. (e_1_2_7_4_1) 2005; 24 Hewawalpita S. (e_1_2_7_28_1) 2018; 24 e_1_2_7_84_1 e_1_2_7_40_1 e_1_2_7_82_1 e_1_2_7_2_1 e_1_2_7_42_1 e_1_2_7_63_1 e_1_2_7_88_1 e_1_2_7_44_1 e_1_2_7_65_1 Robinson R. (e_1_2_7_77_1) 2008 e_1_2_7_86_1 e_1_2_7_46_1 e_1_2_7_67_1 e_1_2_7_48_1 e_1_2_7_27_1 Strzys M. P. (e_1_2_7_87_1) 2018; 39 Deci E. L. (e_1_2_7_18_1) 2002 McCombs B. L. (e_1_2_7_53_1) 2007 e_1_2_7_91_1 Huang K. T. (e_1_2_7_29_1) 2019; 22 e_1_2_7_72_1 Cheang K. I. (e_1_2_7_8_1) 2009; 73 e_1_2_7_51_1 e_1_2_7_70_1 Villena Taranilla R. (e_1_2_7_93_1) 2019 Piaget J. (e_1_2_7_69_1) 1971 e_1_2_7_76_1 e_1_2_7_32_1 Keller J. M. (e_1_2_7_37_1) 2009 e_1_2_7_55_1 e_1_2_7_74_1 Chen C. H. (e_1_2_7_10_1) 2007; 10 Gibson J. J. (e_1_2_7_24_1) 1979 e_1_2_7_22_1 e_1_2_7_34_1 e_1_2_7_57_1 e_1_2_7_20_1 e_1_2_7_36_1 e_1_2_7_59_1 e_1_2_7_78_1 e_1_2_7_38_1 Kokkinara E. (e_1_2_7_39_1) 2016; 6 Lombard M. (e_1_2_7_45_1) 2000; 26 Amarin N. Z. (e_1_2_7_3_1) 2013; 3 Serino S. (e_1_2_7_80_1) 2018; 9 Ni L. (e_1_2_7_61_1) 2006 |
| References_xml | – volume: 41 start-page: 33 issue: 1 year: 2010 end-page: 55 article-title: Use of three‐dimensional (3‐D) immersive virtual worlds in K‐12 and higher education settings: A review of the research publication-title: British Journal of Educational Technology – year: 2009 – volume: 57 start-page: 2406 issue: 4 year: 2011 end-page: 2413 article-title: Teacher perceptions of learning affordances of multi‐user virtual environments publication-title: Computers & Education – volume: 35 start-page: 691 issue: 6 year: 2019 end-page: 707 article-title: Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments publication-title: Journal of Computer Assisted Learning – volume: 19 start-page: 272 issue: 2 year: 2016 end-page: 309 article-title: How immersive is enough? A meta‐analysis of the effect of immersive technology on user presence publication-title: Media Psychology – volume: 6 start-page: E103 issue: 1 year: 2018 end-page: E109 article-title: Immersive and interactive virtual reality to improve learning and retention of neuroanatomy in medical students: A randomized controlled study publication-title: CMAJ Open – volume: 95 start-page: 667 issue: 4 year: 2003 end-page: 686 article-title: A motivational science perspective on the role of student motivation in learning and teaching contexts publication-title: Journal of educational Psychology – start-page: 15 year: 2008 end-page: 48 – volume: 53 start-page: 194 year: 2017 end-page: 202 article-title: “Being there” and remembering it: Presence improves memory encoding publication-title: Consciousness and Cognition – volume: 52 start-page: 254 issue: 3 year: 2015 end-page: 264 article-title: Acceptance of virtual worlds as learning space publication-title: Innovations in Education and Teaching International – volume: 65 start-page: 236 year: 2018 end-page: 249 article-title: An immersive learning model using evolutionary learning publication-title: Computers & Electrical Engineering – volume: 24 start-page: 265 issue: 4 year: 2012 end-page: 272 article-title: May I experience more presence in doing the same thing in virtual reality than in reality? An answer from a simulated job interview publication-title: Interacting with Computers – volume: 7 start-page: 83 year: 2013 article-title: The building blocks of the fully body ownership illusion publication-title: Frontiers in Human Neuroscience – volume: 73 start-page: 42 issue: 3 year: 2009 article-title: Effect of learner‐centered teaching on motivation and learning strategies in a third‐year pharmacotherapy course publication-title: American Journal of Pharmaceutical Education – volume: 79 start-page: 1 year: 2019 end-page: 27 article-title: A review of immersive virtual reality serious games to enhance learning and training publication-title: Multimedia Tools and Applications – volume: 128 start-page: 398 year: 2019 end-page: 413 article-title: Testing the novelty effect of an m‐learning tool on internalization and achievement: A self‐determination theory approach publication-title: Computers & Education – volume: 2 start-page: 35 year: 2011 article-title: The perspective matters! Multisensory integration in ego‐centric reference frames determines full‐body ownership publication-title: Frontiers in Psychology – year: 1971 – volume: 55 start-page: 1424 issue: 4 year: 2010 end-page: 1442 article-title: How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach publication-title: Computers & Education – volume: 3 start-page: 93 issue: 2 year: 2016 article-title: Immersive planetarium visualizations for teaching solar system moon concepts to undergraduates publication-title: Journal of Astronomy & Earth Sciences Education – start-page: 25 year: 2006 end-page: 45 – year: 1979 – volume: 32 start-page: 238 issue: 2 year: 2019 end-page: 243 article-title: Virtual reality and cardiac anatomy: Exploring immersive three‐dimensional cardiac imaging, a pilot study in undergraduate medical anatomy education publication-title: Clinical Anatomy – volume: 6 start-page: 1 issue: 28879 year: 2016 end-page: 11 article-title: First person perspective of seated participants over a walking virtual body leads to illusory agency over the walking publication-title: Scientific Reports – volume: 18 start-page: 501 issue: 6 year: 2009 end-page: 517 article-title: Teaching and learning in the mixed‐reality science classroom publication-title: Journal of Science Education and Technology – volume: 2 start-page: 1 issue: 1 year: 2017 end-page: 28 article-title: Embodied science and mixed reality: How gesture and motion capture affect physics education publication-title: Cognitive Research: Principles and Implications – volume: 55 start-page: 1346 issue: 3 year: 2010 end-page: 1356 article-title: Integrating video‐capture virtual reality technology into a physically interactive learning environment for English learning publication-title: Computers & Education – volume: 45 start-page: 3 issue: 1 year: 2008 end-page: 15 article-title: Affordance analysis–matching learning tasks with learning technologies publication-title: Educational Media International – volume: 10 start-page: 289 issue: 3 year: 2007 end-page: 304 article-title: A desktop virtual reality earth motion system in astronomy education publication-title: Journal of Educational Technology & Society – start-page: 56 year: 2018 end-page: 63 – volume: 7 start-page: 1006 issue: 10 year: 2017 end-page: 1013 article-title: Immersive virtual reality as a teaching tool for neuroanatomy: Immersive VR as a neuroanatomy teaching tool publication-title: International Forum of Allergy & Rhinology – volume: 64 start-page: 404 year: 2020 end-page: 412 article-title: Educational 360‐degree videos in virtual reality: A scoping review of the emerging research publication-title: TechTrends – volume: 140 start-page: 103603 year: 2019 article-title: Investigating the effect of pre‐training when learning through immersive virtual reality and video: A media and methods experiment publication-title: Computers & Education – volume: 34 start-page: 1826 issue: 8 year: 2017 end-page: 1836 article-title: The role of affordance in the experience of virtual reality learning: Technological and affective affordances in virtual reality publication-title: Telematics and Informatics – volume: 1 start-page: 10 year: 2015 end-page: 1007 – volume: 23 start-page: 1515 issue: 4 year: 2018 end-page: 1529 article-title: A review of the use of virtual reality head‐mounted displays in education and training publication-title: Education and Information Technologies – volume: 5 start-page: 210 issue: 1 year: 2016 article-title: Rayyan—A web and mobile app for systematic reviews publication-title: Systematic Reviews – volume: 14 start-page: 2045 issue: 6 year: 2018 end-page: 2057 article-title: Mobile virtual reality as an educational platform: A pilot study on the impact of immersion and positive emotion induction in the learning process publication-title: Eurasia Journal of Mathematics, Science and Technology Education – volume: 22 start-page: 952 issue: 6 year: 2013 end-page: 962 article-title: Learning relative motion concepts in immersive and non‐immersive virtual environments publication-title: Journal of Science Education and Technology – volume: 9 start-page: 1878 year: 2018 article-title: New trends in episodic memory assessment: immersive 360° ecological videos publication-title: Frontiers in psychology – volume: 49 start-page: 533 issue: 3 year: 2018 end-page: 544 article-title: Students' acceptance of tablet PCs in Italian high schools: Profiles and differences publication-title: British Journal of Educational Technology – volume: 53 start-page: 445 issue: 4 year: 1983 end-page: 459 article-title: Reconsidering research on learning from media publication-title: Review of Educational Research – start-page: 205 year: 2014 end-page: 221 – volume: 151 start-page: 264 issue: 4 year: 2009 end-page: 269 article-title: Preferred reporting items for systematic reviews and meta‐analyses: The PRISMA statement publication-title: Annals of Internal Medicine – start-page: 1 year: 2019 end-page: 11 article-title: Strolling through a city of the Roman Empire: an analysis of the potential of virtual reality to teach history in Primary Education publication-title: Interactive Learning Environments – volume: 110 start-page: 785 issue: 6 year: 2018 end-page: 797 article-title: Learning science in immersive virtual reality publication-title: Journal of Educational Psychology – volume: 40 start-page: 597 issue: 4 year: 2009 end-page: 605 article-title: From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective publication-title: British Journal of Educational Technology – volume: 81 start-page: 19 year: 2019 end-page: 25 article-title: Effectiveness of three‐dimensional visualisation on undergraduate nursing and midwifery students' knowledge and achievement in pharmacology: A mixed methods study publication-title: Nurse Education Today – volume: 5 start-page: 81 year: 2018 article-title: Immersive VR and education: Embodied design principles that include gesture and hand controls publication-title: Frontiers in Robotics and AI – volume: 41 start-page: 19 issue: 1 year: 2006 end-page: 31 article-title: Intrinsic versus extrinsic goal contents in self‐determination theory: Another look at the quality of academic motivation publication-title: Educational Psychologist – volume: 70 start-page: 29 year: 2014 end-page: 40 article-title: Effectiveness of virtual reality‐based instruction on students’ learning outcomes in K‐12 and higher education: A meta‐analysis publication-title: Computers & Education – volume: 3 start-page: 74 year: 2016 article-title: Enhancing our lives with immersive virtual reality publication-title: Frontiers in Robotics and AI – volume: 46 start-page: 1055 issue: 11 year: 2012 end-page: 1062 article-title: Emotion cognitive load and learning outcomes during simulation training publication-title: Medical Education – year: 2007 – volume: 16 start-page: 83 issue: 1 year: 2007 end-page: 97 article-title: Exploring the use of individualized, reflective guidance in an educational multi‐user virtual environment publication-title: Journal of Science Education and Technology – volume: 1 start-page: 184 issue: 1 year: 2009 end-page: 188 article-title: A contribution to the understanding of what makes young students genuinely engaged in computer‐based learning tasks publication-title: Procedia‐Social and Behavioral Sciences – volume: 57 start-page: 1745 issue: 7 year: 2019 end-page: 1771 article-title: Transforming earth science education through immersive experiences: Delivering on a long held promise publication-title: Journal of Educational Computing Research – volume: 24 start-page: 333 issue: 4 year: 2005 end-page: 356 article-title: Using virtual reality computer models to support student understanding of astronomical concepts publication-title: Journal of Computers in Mathematics and Science Teaching – volume: 26 start-page: 75 issue: 1 year: 2000 end-page: 98 article-title: Presence and television. The role of screen size publication-title: Human Communication Research – start-page: 152 year: 2006 end-page: 156 – volume: 46 start-page: 636 issue: 7 year: 2012 end-page: 647 article-title: The minimal relationship between simulation fidelity and transfer of learning publication-title: Medical Education – volume: 124 start-page: 5 issue: 1 year: 2003 end-page: 16 article-title: Foundations for learner‐centered education: A knowledge base publication-title: Education – volume: 59 start-page: 617 issue: 1 year: 2008 end-page: 645 article-title: Grounded cognition publication-title: Annual Review of Psychology – volume: 3 start-page: 52 issue: 1 year: 2013 end-page: 57 article-title: Learning with technology from a constructivist point of view publication-title: International Journal of Business, Humanities and Technology – volume: 98 start-page: 158 year: 2019 end-page: 165 article-title: Seeing possibilities for action: Orienting and exploratory behaviors in VR publication-title: Computers in Human Behavior – volume: 22 start-page: 105 issue: 2 year: 2019 end-page: 110 article-title: Augmented versus virtual reality in education: An exploratory study examining science knowledge retention when using augmented reality/virtual reality Mobile applications publication-title: Cyberpsychology, Behavior, and Social Networking – volume: 147 start-page: 103778 year: 2020 article-title: A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda publication-title: Computers & Education – volume: 41 start-page: 10 issue: 1 year: 2010 end-page: 32 article-title: What are the learning affordances of 3‐D virtual environments? publication-title: British Journal of Educational Technology – volume: 95 start-page: 174 year: 2016 end-page: 187 article-title: Enhancing learning and engagement through embodied interaction within a mixed reality simulation publication-title: Computers & Education – volume: 94 start-page: 598 issue: 3 year: 2002 end-page: 610 article-title: Learning science in virtual reality multimedia environments: Role of methods and media publication-title: Journal of Educational Psychology – volume: 24 start-page: 129 issue: 2 year: 2018 end-page: 148 article-title: Effective learning content offering in MOOCs with virtual reality‐an exploratory study on learner experience publication-title: Journal of UCS – volume: 10 start-page: 549 issue: 6 year: 2017 end-page: 559 article-title: The effectiveness of virtual and augmented reality in health sciences and medical anatomy: VR and AR in Health Sciences and Medical Anatomy publication-title: Anatomical Sciences Education – volume: 10 start-page: 565 issue: 6 year: 2014 end-page: 574 article-title: Effects of a haptic augmented simulation on K‐12 students’ achievement and their attitudes towards physics publication-title: EURASIA Journal of Mathematics, Science & Technology Education – volume: 323 start-page: 66 issue: 5910 year: 2009 end-page: 69 article-title: Immersive interfaces for engagement and learning publication-title: Science – volume: 56 start-page: 769 issue: 3 year: 2011 end-page: 780 article-title: Educational virtual environments: A ten‐year review of empirical research (1999–2009) publication-title: Computers & Education – volume: 16 start-page: 148 issue: 2 year: 2011 end-page: 162 article-title: Promoting exercise self‐efficacy with an exergame publication-title: Journal of Health Communication – volume: 106 start-page: 86 issue: 1 year: 2014 end-page: 104 article-title: Collaborative embodied learning in mixed reality motion‐capture environments: Two science studies publication-title: Journal of Educational Psychology – volume: 5 start-page: 409 issue: 5 year: 2002 end-page: 422 article-title: MAT3D: A virtual reality modeling language environment for the teaching and learning of mathematics publication-title: CyberPsychology & Behavior – volume: 25 start-page: 54 issue: 1 year: 2000 end-page: 67 article-title: Intrinsic and extrinsic motivations: Classic definitions and new directions publication-title: Contemporary Educational Psychology – volume: 39 issue: 3 year: 2018 article-title: Physics holo. Lab learning experience: using smartglasses for augmented reality labwork to foster the concepts of heat conduction publication-title: European Journal of Physics – year: 2002 – volume: 23 start-page: 1737 issue: 4 year: 2018 end-page: 1765 article-title: Learning activities as enactments of learning affordances in MUVEs: A review‐based classification publication-title: Education and Information Technologies – volume: 24 start-page: 93 issue: 2 year: 2015 end-page: 112 article-title: Design and comparison of immersive interactive learning and instructional techniques for 3D virtual laboratories publication-title: Presence: Teleoperators and Virtual Environments – year: 2020 – volume: 66 start-page: 1141 issue: 5 year: 2018 end-page: 1164 article-title: A structural equation modeling investigation of the emotional value of immersive virtual reality in education publication-title: Educational Technology Research and Development – volume: 12 issue: 1 year: 2017 article-title: Enacted reading comprehension: Using bodily movement to aid the comprehension of abstract text content publication-title: PLoS One – volume: 50 start-page: 559 issue: 2 year: 2008 end-page: 578 article-title: Computer game design: Opportunities for successful learning publication-title: Computers & Education – volume: 60 start-page: 225 year: 2019 end-page: 236 article-title: Adding immersive virtual reality to a science lab simulation causes more presence but less learning publication-title: Learning and Instruction – start-page: 94 year: 2011 end-page: 119 – year: 2017 – start-page: 1 year: 2019 end-page: 14 article-title: The effect of game–based immersive virtual reality learning environment on learning outcomes: designing an intrinsic integrated educational game for pre–class learning publication-title: Interactive Learning Environments – volume: 58 start-page: 136 issue: 1 year: 2012 end-page: 53 article-title: The learning effects of computer simulations in science education publication-title: Computers & Education – volume: 35 start-page: 919 issue: 11 year: 2016 end-page: 925 article-title: Virtual reality systems enhance students’ achievements in engineering education publication-title: Behaviour & Information Technology – volume: 3 start-page: 13 issue: 1 year: 2011 end-page: 32 article-title: Digital dome versus desktop display in an educational game: Gates of Horus publication-title: International Journal of Gaming and Computer‐Mediated Simulations – ident: e_1_2_7_19_1 doi: 10.1126/science.1167311 – ident: e_1_2_7_78_1 doi: 10.1016/j.compedu.2011.07.017 – ident: e_1_2_7_72_1 doi: 10.1162/PRES_a_00221 – ident: e_1_2_7_86_1 doi: 10.1002/alr.21986 – ident: e_1_2_7_64_1 doi: 10.1016/j.sbspro.2009.01.034 – volume: 24 start-page: 333 issue: 4 year: 2005 ident: e_1_2_7_4_1 article-title: Using virtual reality computer models to support student understanding of astronomical concepts publication-title: Journal of Computers in Mathematics and Science Teaching – start-page: 15 volume-title: Educational Technology: A Definition with Commentary year: 2008 ident: e_1_2_7_77_1 – ident: e_1_2_7_2_1 doi: 10.1080/0144929X.2016.1212931 – ident: e_1_2_7_43_1 doi: 10.1016/j.compedu.2016.01.001 – ident: e_1_2_7_88_1 doi: 10.1080/14703297.2013.820139 – ident: e_1_2_7_49_1 doi: 10.1016/j.learninstruc.2017.12.007 – ident: e_1_2_7_35_1 doi: 10.1186/s41235-017-0060-9 – ident: e_1_2_7_7_1 doi: 10.1080/09523980701847115 – ident: e_1_2_7_81_1 doi: 10.1080/10494820.2019.1681467 – ident: e_1_2_7_94_1 doi: 10.1016/j.compedu.2010.06.005 – ident: e_1_2_7_36_1 doi: 10.1371/journal.pone.0169711 – ident: e_1_2_7_42_1 doi: 10.1016/j.compedu.2010.06.006 – start-page: 205 volume-title: The Oxford Handbook of Virtuality year: 2014 ident: e_1_2_7_75_1 – ident: e_1_2_7_11_1 doi: 10.1111/j.1467-8535.2008.00857.x – ident: e_1_2_7_13_1 doi: 10.3102/00346543053004445 – start-page: 1 year: 2019 ident: e_1_2_7_93_1 article-title: Strolling through a city of the Roman Empire: an analysis of the potential of virtual reality to teach history in Primary Education publication-title: Interactive Learning Environments – volume: 10 start-page: 565 issue: 6 year: 2014 ident: e_1_2_7_12_1 article-title: Effects of a haptic augmented simulation on K‐12 students’ achievement and their attitudes towards physics publication-title: EURASIA Journal of Mathematics, Science & Technology Education doi: 10.12973/eurasia.2014.1122a – volume: 3 start-page: 13 issue: 1 year: 2011 ident: e_1_2_7_30_1 article-title: Digital dome versus desktop display in an educational game: Gates of Horus publication-title: International Journal of Gaming and Computer‐Mediated Simulations doi: 10.4018/jgcms.2011010102 – ident: e_1_2_7_65_1 doi: 10.1186/s13643-016-0384-4 – ident: e_1_2_7_60_1 doi: 10.1007/s10956-006-9039-x – ident: e_1_2_7_68_1 doi: 10.3389/fpsyg.2011.00035 – ident: e_1_2_7_76_1 doi: 10.1016/j.compedu.2007.09.020 – ident: e_1_2_7_70_1 doi: 10.1037/0022-0663.95.4.667 – volume-title: Learner‐centered classroom practices and assessments: Maximizing student motivation, learning, and achievement year: 2007 ident: e_1_2_7_53_1 – ident: e_1_2_7_84_1 doi: 10.1007/s11528-019-00474-3 – volume: 79 start-page: 1 year: 2019 ident: e_1_2_7_9_1 article-title: A review of immersive virtual reality serious games to enhance learning and training publication-title: Multimedia Tools and Applications – ident: e_1_2_7_31_1 doi: 10.1016/j.compedu.2018.10.008 – volume: 22 start-page: 105 issue: 2 year: 2019 ident: e_1_2_7_29_1 article-title: Augmented versus virtual reality in education: An exploratory study examining science knowledge retention when using augmented reality/virtual reality Mobile applications publication-title: Cyberpsychology, Behavior, and Social Networking doi: 10.1089/cyber.2018.0150 – ident: e_1_2_7_15_1 doi: 10.1080/15213269.2015.1015740 – volume-title: The ecological approach to visual perception year: 1979 ident: e_1_2_7_24_1 – ident: e_1_2_7_47_1 doi: 10.1111/jcal.12375 – volume: 6 start-page: 1 issue: 28879 year: 2016 ident: e_1_2_7_39_1 article-title: First person perspective of seated participants over a walking virtual body leads to illusory agency over the walking publication-title: Scientific Reports – ident: e_1_2_7_83_1 doi: 10.3389/frobt.2016.00074 – ident: e_1_2_7_17_1 doi: 10.1111/j.1467-8535.2009.01038.x – ident: e_1_2_7_85_1 doi: 10.1080/10810730.2010.535107 – ident: e_1_2_7_33_1 doi: 10.3389/frobt.2018.00081 – ident: e_1_2_7_6_1 doi: 10.1016/j.compeleceng.2017.08.023 – ident: e_1_2_7_48_1 doi: 10.1007/s11423-018-9581-2 – ident: e_1_2_7_92_1 doi: 10.1016/j.intcom.2012.04.008 – volume-title: Science of education and the psychology of the child year: 1971 ident: e_1_2_7_69_1 – ident: e_1_2_7_52_1 doi: 10.3389/fnhum.2013.00083 – ident: e_1_2_7_46_1 doi: 10.1016/j.concog.2017.06.015 – ident: e_1_2_7_62_1 doi: 10.1111/j.1365-2923.2012.04243.x – ident: e_1_2_7_91_1 doi: 10.1111/bjet.12591 – volume: 3 start-page: 93 issue: 2 year: 2016 ident: e_1_2_7_95_1 article-title: Immersive planetarium visualizations for teaching solar system moon concepts to undergraduates publication-title: Journal of Astronomy & Earth Sciences Education – ident: e_1_2_7_66_1 doi: 10.1037/edu0000241 – start-page: 94 volume-title: Teaching through multi‐user virtual environments: Applying dynamic elements to the modern classroom year: 2011 ident: e_1_2_7_16_1 doi: 10.4018/978-1-61692-822-3.ch007 – ident: e_1_2_7_34_1 doi: 10.1037/a0034008 – ident: e_1_2_7_44_1 doi: 10.1007/978-981-10-5490-7 – ident: e_1_2_7_27_1 doi: 10.1111/j.1467-8535.2008.00900.x – volume-title: Motivational design for learning and performance: The ARCS model approach year: 2009 ident: e_1_2_7_37_1 – ident: e_1_2_7_54_1 doi: 10.1016/j.compedu.2013.07.033 – volume: 124 start-page: 5 issue: 1 year: 2003 ident: e_1_2_7_26_1 article-title: Foundations for learner‐centered education: A knowledge base publication-title: Education – ident: e_1_2_7_63_1 doi: 10.29333/ejmste/85874 – ident: e_1_2_7_5_1 doi: 10.1146/annurev.psych.59.103006.093639 – volume: 39 issue: 3 year: 2018 ident: e_1_2_7_87_1 article-title: Physics holo. Lab learning experience: using smartglasses for augmented reality labwork to foster the concepts of heat conduction publication-title: European Journal of Physics doi: 10.1088/1361-6404/aaa8fb – ident: e_1_2_7_22_1 doi: 10.12753/2066-026X-15-020 – ident: e_1_2_7_55_1 doi: 10.1016/j.compedu.2019.103603 – ident: e_1_2_7_40_1 doi: 10.1007/s10956-013-9441-0 – ident: e_1_2_7_56_1 doi: 10.1016/j.compedu.2010.10.020 – ident: e_1_2_7_79_1 doi: 10.1006/ceps.1999.1020 – volume: 73 start-page: 42 issue: 3 year: 2009 ident: e_1_2_7_8_1 article-title: Effect of learner‐centered teaching on motivation and learning strategies in a third‐year pharmacotherapy course publication-title: American Journal of Pharmaceutical Education doi: 10.5688/aj730342 – ident: e_1_2_7_50_1 doi: 10.1007/s10639-018-9690-x – ident: e_1_2_7_41_1 doi: 10.1016/j.chb.2019.03.040 – ident: e_1_2_7_59_1 doi: 10.1002/ase.1696 – ident: e_1_2_7_32_1 doi: 10.1007/s10639-017-9676-0 – ident: e_1_2_7_74_1 doi: 10.31234/osf.io/5b7y2 – ident: e_1_2_7_89_1 doi: 10.1007/s10956-009-9166-2 – volume: 24 start-page: 129 issue: 2 year: 2018 ident: e_1_2_7_28_1 article-title: Effective learning content offering in MOOCs with virtual reality‐an exploratory study on learner experience publication-title: Journal of UCS – ident: e_1_2_7_20_1 doi: 10.9778/cmajo.20170110 – ident: e_1_2_7_67_1 doi: 10.1089/109493102761022832 – ident: e_1_2_7_23_1 doi: 10.1016/j.compedu.2011.06.015 – volume: 9 start-page: 1878 year: 2018 ident: e_1_2_7_80_1 article-title: New trends in episodic memory assessment: immersive 360° ecological videos publication-title: Frontiers in psychology doi: 10.3389/fpsyg.2018.01878 – volume: 10 start-page: 289 issue: 3 year: 2007 ident: e_1_2_7_10_1 article-title: A desktop virtual reality earth motion system in astronomy education publication-title: Journal of Educational Technology & Society – start-page: 25 volume-title: From communication to presence: Cognition, emotions and culture towards the ultimate communicative experience year: 2006 ident: e_1_2_7_14_1 – ident: e_1_2_7_51_1 doi: 10.1002/ca.23292 – ident: e_1_2_7_58_1 doi: 10.1037/0022-0663.94.3.598 – volume-title: Handbook of self‐determination research year: 2002 ident: e_1_2_7_18_1 – ident: e_1_2_7_25_1 doi: 10.1016/j.nedt.2019.06.008 – ident: e_1_2_7_21_1 doi: 10.1111/j.1365-2923.2012.04355.x – start-page: 56 volume-title: International Symposium on Pervasive Computing Paradigms for Mental Health year: 2018 ident: e_1_2_7_73_1 doi: 10.1007/978-3-030-01093-5_8 – ident: e_1_2_7_57_1 doi: 10.7326/0003-4819-151-4-200908180-00135 – ident: e_1_2_7_71_1 doi: 10.1016/j.compedu.2019.103778 – ident: e_1_2_7_90_1 doi: 10.1207/s15326985ep4101_4 – ident: e_1_2_7_38_1 doi: 10.1177/0735633119854025 – volume: 3 start-page: 52 issue: 1 year: 2013 ident: e_1_2_7_3_1 article-title: Learning with technology from a constructivist point of view publication-title: International Journal of Business, Humanities and Technology – volume: 26 start-page: 75 issue: 1 year: 2000 ident: e_1_2_7_45_1 article-title: Presence and television. The role of screen size publication-title: Human Communication Research – start-page: 152 volume-title: 2006 IEEE International Workshop on Haptic Audio Visual Environments and Their Applications (HAVE 2006) year: 2006 ident: e_1_2_7_61_1 doi: 10.1109/HAVE.2006.283790 – ident: e_1_2_7_82_1 doi: 10.1016/j.tele.2017.05.013 |
| SSID | ssj0000354 |
| Score | 2.6660895 |
| SecondaryResourceType | review_article |
| Snippet | Immersive Virtual Reality (IVR) systems offer several learning affordances, that is, characteristics that can elicit learning behaviors promoting learning... |
| SourceID | proquest eric crossref wiley |
| SourceType | Aggregation Database Index Database Enrichment Source Publisher |
| StartPage | 2006 |
| SubjectTerms | 360° videos affordances Computer Simulation Educational Objectives Elementary Secondary Education Higher Education Immersive virtual reality Instructional Improvement Instructional Materials Learner Engagement Learning Learning Motivation Motivation Outcomes of Education school subject Situated Learning Student Motivation Students System effectiveness Virtual reality |
| Title | Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research |
| URI | https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fbjet.13030 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1273787 https://www.proquest.com/docview/2457132517 |
| Volume | 51 |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1LT-MwEB4huHDZ5bFoy6OyBJdFCqrjOEkRlxZaQVe7hxVIXFaR7diiPAKCggQnfgK_kV_CjJOUgtBK7C1Sxnl4PONvrJlvADZSzp1sWY6L10UBIYJAhzIPklhpYRxPE00H-r9-x_tH0eBYHk_BTl0LU_JDjA_cyDK8vyYDV_pmwsj1qR1RL2NBATslaxEi-jPBHSVkScFMLIgIdCpuUkrjeR36Zjd6m_BMSHMSr_oNp_8V_tafWuaZnG3djvSWeXjH4vi__zIHXyokyjrl0pmHKVssUBPnKuFjES4O_KE2ukN2N7ymOhOGCJNgOxsW7Ofz4xMPmSpyduJzRZith26zDuMtvH-PZsReuaJZWSfDLh2zF1dDT07CKrahk29w1O8d7u4HVXeGwAiMW4Iwli4SuUpsLHQSWyOl1RIDsFy0Wy40ToXSilbqTGp4pKTTCDaVSHguVZ46LZZgurgs7HdgKs4R9ygdOomAIk_bVrbJk6A7QZdjXAN-1FrKTEVdTh00zrM6hKEJzPwENmB9LHtVEnZ8KLVEyh5L9AYccRy-sgGrtfqzyppvsjCSGMsTuVsDNr0e__HorDvoHfqr5c8Ir8BsSKG8L3NchenR9a1dQ7wz0k2Y6XT3uv2mX99NH-G_AL9m_a4 |
| linkProvider | Wiley-Blackwell |
| linkToHtml | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1LT8MwDI4QHODCGzEYEAkuIBUtTdN23HhsGuNxQEPiViVpoo1HQbAhwYmfwG_kl2Cn3QOEkOBWqU6rxrH72bI_E7IVM2ZFxTA4vDbwEBF4yhepF4VScW1ZHClM6J-dh43LoHklroraHOyFyfkhBgk3tAznr9HAMSE9YuXq2nRxmDGHiH0CR3ojdf7RxQh7FBc5CTPyIALUKdhJsZBnuPbL_-hryTNizVHE6n459Zl8ruqTYyrESpOb3V5X7erXbzyO__6aWTJdgFG6n5-eOTJmsnmc41zUfCyQu2OX1waPSJ87j9hqQgFkInKnnYyefLy9M5_KLKVtVy5CTX_pHt2nrAL3X8CS6JAumuatMvTeUnP30HH8JLQgHGovkst6rXXY8IoBDZ7mELp4fihswFMZmZCrKDRaCKMExGApr1asr630heGV2OpYs0AKqwBvSh6xVMg0toovkfHsPjPLhMowBegjlW8FYIo0rhpRRWcCHgW8jrYlst1XU6IL9nIconGb9KMY3MDEbWCJbA5kH3LOjh-lllDbA4lakwGUg1eWSLmv_6Qw6KfEDwSE88jvViI7TpG_PDo5aNZa7mrlL8IbZLLROjtNTo_PT1bJlI-Rvet6LJPx7mPPrAH86ap1d8g_AZ3o_1c |
| linkToPdf | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1LSxxBEC4WAyGXvIxkE5M0xIuBkenp6ZlZyWUTd9H1gYiCFxn6iWviuJhVSE75CfmN-SWp6plZVwmBeBuY6nl0dVV_1VR9BbBScO5l7DguXp9GhAginUgb5ZnSwnhe5JoO9Hf3ss2jdHQsjzvwsa2FqfkhZgduZBnBX5OBT6yfM3J95qbUy1hgwP4gzeIeNW7YOJgjjxKy5mAmGkREOg05KeXx3Iy9tR3dzngmqDkPWMOOM3wCJ-231okmX9aupnrN_LhD43jfn3kKjxsoyvr12nkGHVc9py7OTcbHIpxvhVNt9IfsenxJhSYMISbhdjau2Pbvn794wlRl2WlIFmGuHbrO-ozHeP872hG7IYtmdaEMu_DMnU_GgZ2ENXRDpy_gaDg4_LwZNe0ZIiMwcImSTPpUWJW7TOg8c0ZKpyVGYFb0Yp8YrxLpRFx4UxieKuk1ok0lcm6lsoXXYgkWqovKvQSmMovAR-nES0QUtug52SNXgv4EfY7xXVhttVSahrucWmh8LdsYhiawDBPYhfcz2UnN2PFXqSVS9kxiMOII5PCVXVhu1V825vytTFKJwTyxu3XhQ9DjPx5dfhoNDsPVq_8RfgcP9zeG5c7W3vZreJRQWB9KHpdhYXp55d4g9pnqt2GJ_wGmdv4G |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Immersive+virtual+reality+in+K%E2%80%9012+and+higher+education%3A+A+10%E2%80%90year+systematic+review+of+empirical+research&rft.jtitle=British+journal+of+educational+technology&rft.au=Di+Natale%2C+Anna+Flavia&rft.au=Repetto%2C+Claudia&rft.au=Riva%2C+Giuseppe&rft.au=Villani%2C+Daniela&rft.date=2020-11-01&rft.issn=0007-1013&rft.eissn=1467-8535&rft.volume=51&rft.issue=6&rft.spage=2006&rft.epage=2033&rft_id=info:doi/10.1111%2Fbjet.13030&rft.externalDBID=n%2Fa&rft.externalDocID=10_1111_bjet_13030 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0007-1013&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0007-1013&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0007-1013&client=summon |