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- Vol 7 RE: Chapter 13
immersive virtual realityhigher educationhead-mounted displaysexperiential learningpresencespatial understandingcybersicknessinstructional designJournal article Evidence summaryAt a glance
Radianti and colleagues systematically review 38 studies of immersive virtual reality using head-mounted displays in higher education. They map application domains, learning theories, research methods, design elements, evaluation approaches, and reported benefits and limitations.
Key ideas
Most applications concerned skill practice, simulation, or spatial understanding in fields such as medicine, engineering, and the natural sciences. Studies frequently reported engagement, motivation, presence, experiential access, and promising learning outcomes, but theoretical grounding was often weak and samples were commonly small. Evaluation focused heavily on usability and immediate reactions, with fewer rigorous comparisons, delayed measures, or analyses of cost and implementation. The review organises design considerations around interaction, realism, feedback, embodiment, collaboration, and instructional support and proposes a research agenda addressing learning theory, assessment, longitudinal effects, accessibility, and adverse experiences such as cybersickness.
Why it matters
For educators, immersive VR is best treated as a designed learning environment rather than a motivational device: its expense and complexity are justified when immersion enables consequential practice or experience that safer, simpler media cannot provide.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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