Virtual reality and gamification in education: a systematic review

This study aims to analyze the use of virtual reality and gamification in education by examining the existing literature. In addition to virtual reality, this study focuses on gamified virtual reality learning environments which refer to virtual reality learning environments that integrate gamificat...

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Published inEducational technology research and development Vol. 72; no. 3; pp. 1691 - 1785
Main Authors Lampropoulos, Georgios, Kinshuk
Format Journal Article
LanguageEnglish
Published New York Springer US 01.06.2024
Springer
Springer Nature B.V
Subjects
Analysis
Computer Simulation
Cooperative Learning
Development Article
Education
Educational evaluation
Educational Technology
Emotional Development
Gamification
Instructional Improvement
Learning and Instruction
Literature Reviews
Meta Analysis
Self Efficacy
Student Attitudes
Students
Systematic review
Teaching Methods
Virtual reality
Extended reality
Learning technologies
Immersive technologies
Education
Educational technology
Virtual reality
Technology-enhanced learning
Gamification
Digital games
Online AccessGet full text
ISSN1042-1629
1556-6501
DOI10.1007/s11423-024-10351-3

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Abstract This study aims to analyze the use of virtual reality and gamification in education by examining the existing literature. In addition to virtual reality, this study focuses on gamified virtual reality learning environments which refer to virtual reality learning environments that integrate gamification elements and mechanisms. Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, a systematic literature review was carried out. No limitations were set regarding educational level, type of study, subject, and publication year. The related articles were retrieved from 5 databases (ERIC, Google Scholar, IEEE, SCOPUS, and Web of Science). A total of 112 articles were included, 16 research questions were explored, and a thematic analysis was conducted. To evaluate the quality of the articles included, the Mixed Methods Appraisal Tool (MMAT) was used. According to the findings, gamification and virtual reality support several pedagogical theories and approaches. Their adoption to and integration into education can enrich and transform traditional teaching and learning and were assessed positively by students and teachers. Gamification elements significantly affected students’ achievements. In comparison to traditional learning environments, gamified virtual reality learning environments were more motivating, engaging, and interactive and offered more opportunities for personalized and collaborative learning. Through the realistic and interactive experiences offered, students’ immersion and social presence can be enhanced, knowledge acquisition can be improved, and material comprehension can be facilitated. Positive changes in student attitude, behavior, and mentality as well as improved cognitive, physical, and social–emotional development were observed. When using learning environments that integrate both virtual reality and gamification, students’ learning outcomes, motivation, engagement, and self-efficacy were increased. Additionally, students’ academic performance, active involvement, and satisfaction were improved. Students’ curiosity, imagination, focus, and interest were enhanced and their skills and competences were developed. Finally, gamified virtual reality emerged as an effective educational tool that can improve learning at all educational levels, subjects, and contexts.
AbstractList This study aims to analyze the use of virtual reality and gamification in education by examining the existing literature. In addition to virtual reality, this study focuses on gamified virtual reality learning environments which refer to virtual reality learning environments that integrate gamification elements and mechanisms. Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, a systematic literature review was carried out. No limitations were set regarding educational level, type of study, subject, and publication year. The related articles were retrieved from 5 databases (ERIC, Google Scholar, IEEE, SCOPUS, and Web of Science). A total of 112 articles were included, 16 research questions were explored, and a thematic analysis was conducted. To evaluate the quality of the articles included, the Mixed Methods Appraisal Tool (MMAT) was used. According to the findings, gamification and virtual reality support several pedagogical theories and approaches. Their adoption to and integration into education can enrich and transform traditional teaching and learning and were assessed positively by students and teachers. Gamification elements significantly affected students’ achievements. In comparison to traditional learning environments, gamified virtual reality learning environments were more motivating, engaging, and interactive and offered more opportunities for personalized and collaborative learning. Through the realistic and interactive experiences offered, students’ immersion and social presence can be enhanced, knowledge acquisition can be improved, and material comprehension can be facilitated. Positive changes in student attitude, behavior, and mentality as well as improved cognitive, physical, and social–emotional development were observed. When using learning environments that integrate both virtual reality and gamification, students’ learning outcomes, motivation, engagement, and self-efficacy were increased. Additionally, students’ academic performance, active involvement, and satisfaction were improved. Students’ curiosity, imagination, focus, and interest were enhanced and their skills and competences were developed. Finally, gamified virtual reality emerged as an effective educational tool that can improve learning at all educational levels, subjects, and contexts.
Audience Academic
Author Lampropoulos, Georgios
Kinshuk
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  orcidid: 0000-0002-5719-2125
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  fullname: Lampropoulos, Georgios
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  organization: Department of Applied Informatics, University of Macedonia, Department of Learning Technologies, University of North Texas
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  orcidid: 0000-0003-3923-9003
  surname: Kinshuk
  fullname: Kinshuk
  organization: Department of Learning Technologies, University of North Texas
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ID FETCH-LOGICAL-c402t-66d7116809b7ce6ad46df2e3130aea004f70d9fae469c07496eeed9123f434603
IEDL.DBID U2A
ISSN 1042-1629
IngestDate Sat Aug 16 18:41:28 EDT 2025
Tue Jun 10 21:07:56 EDT 2025
Tue Jul 01 03:48:28 EDT 2025
Thu Apr 24 23:10:14 EDT 2025
Fri Feb 21 02:39:14 EST 2025
IsDoiOpenAccess true
IsOpenAccess true
IsPeerReviewed true
IsScholarly true
Issue 3
Keywords Extended reality
Learning technologies
Immersive technologies
Education
Educational technology
Virtual reality
Technology-enhanced learning
Gamification
Digital games
Language English
LinkModel DirectLink
MergedId FETCHMERGED-LOGICAL-c402t-66d7116809b7ce6ad46df2e3130aea004f70d9fae469c07496eeed9123f434603
Notes ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ORCID 0000-0003-3923-9003
0000-0002-5719-2125
OpenAccessLink https://link.springer.com/10.1007/s11423-024-10351-3
PQID 3079620456
PQPubID 31121
PageCount 95
ParticipantIDs proquest_journals_3079620456
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crossref_citationtrail_10_1007_s11423_024_10351_3
crossref_primary_10_1007_s11423_024_10351_3
springer_journals_10_1007_s11423_024_10351_3
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PublicationDate 20240600
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  text: 20240600
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PublicationSubtitle A bi-monthly publication of the Association for Educational Communications & Technology
PublicationTitle Educational technology research and development
PublicationTitleAbbrev Education Tech Research Dev
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Publisher Springer US
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Publisher_xml – name: Springer US
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Snippet This study aims to analyze the use of virtual reality and gamification in education by examining the existing literature. In addition to virtual reality, this...
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SubjectTerms Analysis
Computer Simulation
Cooperative Learning
Development Article
Education
Educational evaluation
Educational Technology
Emotional Development
Gamification
Instructional Improvement
Learning and Instruction
Literature Reviews
Meta Analysis
Self Efficacy
Student Attitudes
Students
Systematic review
Teaching Methods
Virtual reality
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Title Virtual reality and gamification in education: a systematic review
URI https://link.springer.com/article/10.1007/s11423-024-10351-3
https://www.proquest.com/docview/3079620456
Volume 72
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