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- Vol 7 RE: Chapter 13, App D
immersive virtual realityvirtual learning environmentsspatial understandingknowledge retentioncognitive overloadcybersicknesstechnology-enhanced instructioncomparative evaluationJournal article Evidence summaryAt a glance
Hamilton and colleagues systematically review research on immersive virtual reality used as an educational tool. Their synthesis covers headset-based environments across subjects and educational levels, examining study designs, learning outcomes, engagement, usability, and implementation.
Key ideas
Many studies report positive affective responses and promising gains in knowledge, skills, spatial understanding, or retention, especially when immersion enables experiences that are dangerous, expensive, inaccessible, or difficult to represent otherwise. Evidence is nevertheless heterogeneous and often based on small samples, short interventions, novelty effects, weak comparison conditions, and immediate tests. Immersion can also introduce cognitive overload, distraction, cybersickness, equipment and staffing costs, accessibility concerns, and practical classroom constraints. The review therefore does not support replacing established instruction simply because VR is engaging.
Why it matters
Productive use begins with a learning need and aligns interaction, guidance, representation, feedback, and assessment with that goal. Stronger longitudinal and comparative studies are required to establish when immersive VR adds value beyond less costly media and for which learners.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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