Review Article
Natalia A. Orekhovskaya, Marina N. Svintsova, Olga V. Shevchenko, Evgeniya S. Buzhor, Nina O. Voskresenskaya, Mikhail S. Miroshkin
CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep697
ABSTRACT
During the last twenty years, virtual and augmented reality applications have become a key component of science education. However, there is no systematic analysis of the intellectual basis of scientific research in this area. A bibliometric study of 116 articles published in peer-reviewed journals listed in Scopus in 2006-2026 was carried out, during which the performance of the authors was analyzed using the bibliometrix R software and co-authorship, co-citation, and keyword co-occurrence networks were created using the VOSviewer software. All articles had 4,742 citations with an average of 40.88 and an h-index of 33; the authors of the articles came from 42 countries; the most productive ones are the United States, Australia, China, and Greece. Five articles have received 44% of all citations and represent the major theoretical contributions, including the importance of embodied VR-based learning and the role of such learning environments in fostering students’ understanding of physics and biology concepts. Based on the keyword co-occurrence analysis, the articles can be grouped into four clusters, characterized by the common themes of immersive and embodied learning, disciplinary learning, the use of augmented and mixed reality, and computer science education. The paper contributes to the understanding of the scientific basis of VR and AR applications for science education: it was found that the area is based on the concepts of embodiment, presence, and situated meaning, which integrate into the common framework.
Keywords: virtual reality, augmented reality, science education, bibliometric analysis, immersive learning
Review Article
Thanapat Sripan, Pattarawat Jeerapattanatorn
CONT ED TECHNOLOGY, Volume 17, Issue 3, Article No: ep584
ABSTRACT
Based on an analysis of 36 peer-reviewed publications from academic databases, including ERIC, Scopus, Web of Science, and Google Scholar, this review article provides an in-depth examination of the current trends, challenges, and future implications of metaverse-based learning in education. To ascertain the quality and applicability of the papers studied, the scoping review applied a thorough methodology that included specific inclusion and exclusion criteria. A thematic analysis approach was employed to extract and synthesize the collected data. To guarantee the consistency and dependability of the results, tools like quality evaluation frameworks and structured data extraction forms were used. Findings revealed that immersive technologies like virtual reality, augmented reality, gamification, and collaborative virtual environments represent key developments that have significantly enhanced student engagement, practical skill development, and individualized learning experiences. However, there are also obstacles including high cost, limited accessibility, teacher readiness, and data concerns about privacy that keep widespread use in resource-poor places. The results show how metaverse technologies have the potential to democratize access to academic excellence, transcend cultural and geographic barriers, and facilitate experiential learning through simulation-based systems. Future studies must deal with these issues by examining the long-term effects of artificial intelligence-powered adaptive learning systems and concentrating on inclusive design, affordable solutions, and the moral use of data. If these barriers are overcome, the metaverse might serve as an essential tool for improving fair, exciting, and cutting-edge education globally.
Keywords: metaverse-based learning, immersive learning, educational challenges, personalized education