Integrating educational theories with virtual reality: Enhancing engineering education and VR laboratories
Bibliographic record
Abstract
Immersive technologies, including virtual reality (VR), augmented reality (AR), mixed reality (MR), and extended reality (XR), create realistic digital experiences by overlaying digital elements. This study aims to highlight the benefits of utilizing VR technology in education, particularly in universities and higher education institutions, by integrating VR with educational theories to create engaging and interactive learning experiences that enhance understanding and retention. This review includes a comprehensive analysis of 103 works, synthesizing existing literature to evaluate the suitability of various educational approaches and theories for implementation in VR-based educational applications. The findings emphasize VR's potential to transform learning by providing immersive experiences that bridge different domains and encourage engagement. By integrating learning theory into VR development, meaningful learning environments can be created, improving student understanding and retention across diverse learning settings. The study concludes that the combination of technology and educational theories provides a novel approach to motivate students and foster deep learning in VR laboratories.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.001 | 0.006 |
| Scholarly communication | 0.008 | 0.008 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".