SavedAdd your journal

Journals / Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Sayı: 80

The development of virtual reality research in science education (2008–2024): A Web of Science–based bibliometric and descriptive content analysis

Fen eğitiminde sanal gerçeklik araştırmalarının gelişimi (2008–2024): Web of Science tabanlı bibliyometrik ve betimsel içerik analizi

Güler Göçen Kabaran(MUĞLA SITKI KOÇMAN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-2631-8768
Gökhan Güven(MUĞLA SITKI KOÇMAN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0001-9204-5502
Pages
1–27
Publication Date
2026-10-26
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The bibliometric findings indicate a marked increase in publications after 2015, with studies predominantly concentrated in the fields of biology and physics, while remaining limited in disciplines such as chemistry and earth sciences.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to reveal the development of virtual reality (VR) research in science education between 2008 and 2024.
📊
Key Findings & Data:A total of 58 peer-reviewed articles, selected from the Web of Science Core Collection database in accordance with the PRISMA flow, were analyzed using bibliometric approaches (VOSviewer, CiteSpace, bibliometrix) and descriptive content analysis.
💡
Conclusion & Impact:The bibliometric findings indicate a marked increase in publications after 2015, with studies predominantly concentrated in the fields of biology and physics, while remaining limited in disciplines such as chemistry and earth sciences.
🔬Design:Review & Systematic Survey
📍Scope:2008 Verileri
⚙️Variables:Sanal gerçeklik · fen eğitimi · bibliyometrik analiz

Abstract

This study aims to reveal the development of virtual reality (VR) research in science education between 2008 and 2024. A total of 58 peer-reviewed articles, selected from the Web of Science Core Collection database in accordance with the PRISMA flow, were analyzed using bibliometric approaches (VOSviewer, CiteSpace, bibliometrix) and descriptive content analysis. The bibliometric findings indicate a marked increase in publications after 2015, with studies predominantly concentrated in the fields of biology and physics, while remaining limited in disciplines such as chemistry and earth sciences. Results of the descriptive content analysis reveal that research has mostly focused on fully immersive (HMD-based) applications; has been conducted with small- and medium-sized samples; and that the diversity of measurement tools has restricted generalizability. By examining the distributions of science disciplines, VR types, research purposes, and measurement approaches, the study identifies gaps in the literature and proposes priority directions for future research. The findings highlight the need for large-scale, theory-driven, and low-cost/accessible VR solutions to be evaluated in alignment with curricula, particularly in the contexts of chemistry, earth sciences, and teacher education.

Özet

Bu araştırmanın amacı, 2008–2024 yılları arasında fen eğitimi alanında gerçekleştirilen sanal gerçeklik (SG) araştırmalarının gelişimini ortaya koymaktır. Web of Science Core Collection veri tabanından PRISMA akışına uygun olarak seçilen toplam 58 hakemli makale, bibliyometrik analiz yaklaşımları (VOSviewer, CiteSpace, bibliometrix) ve betimsel içerik analizi kullanılarak incelenmiştir. Bibliyometrik bulgular, 2015 yılından sonra yayın sayısında belirgin bir artış yaşandığını, çalışmaların ağırlıklı olarak biyoloji ve fizik alanlarında yoğunlaştığını, kimya ve yer bilimleri gibi disiplinlerde ise sınırlı kaldığını göstermektedir. Betimsel içerik analizi sonuçları, araştırmaların çoğunlukla tam daldırımlı (başa takılan ekran [HMD] tabanlı) sanal gerçeklik uygulamalarına odaklandığını, küçük ve orta büyüklükteki örneklemlerle yürütüldüğünü ve ölçme araçlarının çeşitliliğine ilişkin sınırlılıkların bulguların genellenebilirliğini kısıtladığını ortaya koymaktadır. Araştırmada fen disiplinleri, sanal gerçeklik türleri, araştırma amaçları ve ölçme yaklaşımlarının dağılımları incelenerek alanyazındaki boşluklar belirlenmiş ve gelecekteki araştırmalar için öncelikli yönelimler önerilmiştir. Bulgular, özellikle kimya, yer bilimleri ve öğretmen eğitimi bağlamlarında, öğretim programlarıyla uyumlu, geniş ölçekli, kuramsal temellere dayanan ve düşük maliyetli/erişilebilir sanal gerçeklik çözümlerinin değerlendirilmesi gerektiğini vurgulamaktadır.

🔖

Cite This Article

Kabaran, G. G., Güven, G. (2026). The development of virtual reality research in science education (2008–2024): A Web of Science–based bibliometric and descriptive content analysis. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, Sayı: 80, 1–27. https://doi.org/10.21764/maeuefd.1940170

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (72)

  1. Akbay, E., & Deniş Çeliker, H. (2023). The effect of immersive reality on science learning: A meta-analysis. Malaysian Online Journal of Educational Technology, 11(3), 158-172. https://doi.org/10.52380/mojet.2023.11.3.304
  2. Aktoprak, A., & Hursen, C. (2022). A bibliometric and content analysis of critical thinking in primary education. Thinking Skills and Creativity, 44, 101029. https://doi.org/10.1016/j.tsc.2022.101029
  3. Araiza-Alba, P., Keane, T., Matthews, B., Simpson, K., Strugnell, G., Chen, W.S., & Kaufman, J. (2021). The potential of 360-degree virtual reality videos to teach water-safety skills to children. Computers & Education, 163, 104096. https://doi.org/10.1016/j.compedu.2020.104096
  4. Babatunde, E.O. (2025). Teachers’ characteristics, school factors as correlates of students achievement in basic science in secondary school in Oyo State. Sociology Study, 15(2), 78-86. https://doi.org/10.17265/2159-5526/2025.02.002
  5. Bailenson, J. (2018). Experience on demand: What virtual reality is, how it works, and what it can do. WW Norton & Company.
  6. Balbağ, M.Z., Leblebicier, K., Karaer, G., Sarıkahya, E., & Erkan, Ö. (2016). Science education and teaching problems in Turkey. Journal of Research in Education and Teaching, 5(3), 12–23.
  7. Battipede, E., Giangualano, A., Boffi, P., Clerici, M., Calvi, A., Cassenti, L.,. & Gallace, A. (2024, November). Physics Playground: Insights from a Qualitative-Quantitative Study About VR-Based Learning. In International Conference on Intelligent Human Computer Interaction (pp. 97-108). Cham: Springer Nature Switzerland.
  8. Bybee, R. (1997). Achieving scientific literacy: From purposes to practices. Heinemann
  9. Chang, C.Y., Kuo, H.C., & Du, Z. (2023). The role of digital literacy in augmented, virtual, and mixed reality in popular science education: A review study and an educational framework development. Virtual Reality, 27, 2461-2479. https://doi.org/10.1007/s10055-023-00817-9
  10. Chen, J. (2018). Virtual reality technology and applications. Springer.
  11. Cheng, C., Wang, L., Xie, H., & Yan, L. (2023). Mapping digital innovation: A bibliometric analysis and systematic literature review. Technological Forecasting and Social Change, 194, 122706. https://doi.org/10.1016/j.techfore.2023.122706
  12. Cheng, K.H., & Tsai, C.C. (2019). A case study of immersive virtual field trips in an elementary classroom: Students' learning experience and teacher-student interaction behaviors. Computers & Education, 140, 103600. https://doi.org/10.1016/j.compedu.2019.103600
  13. Coban, M., Bolat, Y.I., & Goksu, I. (2022). The potential of immersive virtual reality to enhance learning: A meta-analysis. Educational Research Review, 36, 100452. https://doi.org/10.1016/j.edurev.2022.100452
  14. Conrad, M., Kablitz, D., & Schumann, S. (2024). Learning effectiveness of immersive virtual reality in education and training: A systematic review of findings. Computers & Education: X Reality, 4, 100053. https://doi.org/10.1016/j.cexr.2024.100053
  15. Cooper, G., Park, H., Nasr, Z., Thong, L. P., & Johnson, R. (2019). Using virtual reality in the classroom: preservice teachers’ perceptions of its use as a teaching and learning tool. Educational Media International, 56(1), 1-13. https://doi.org/10.1080/09523987.2019.1583461
  16. Durukan, A., Artun, H. & Temur, A. (2020). Virtual reality in science education: a descriptive review. Journal of Science Learning, 3(3), 132-142.
  17. Elme, L., Jørgensen, M. L., Dandanell, G., Mottelson, A., & Makransky, G. (2022). Immersive virtual reality in STEM: is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes?. Educational Technology Research and Development, 70(5), 1601-1626. https://doi.org/10.1007/s11423-022-10139-3
  18. Eutsler, L., & Long, C. S. (2021). Preservice teachers’ acceptance of virtual reality to plan science instruction. Educational Technology & Society, 24(2), 28-43.
  19. Gittinger, M., & Wiesche, D. (2024). Systematic review of spatial abilities and virtual reality: The role of interaction. Journal of Engineering Education, 113(4), 919-938. https://doi.org/10.1002/jee.20568
  20. Guo, X., Chen, S. & Guo, Y. (2024). Advancing multimodal teaching: a bibliometric and content analysis of trends, influences, and future directions. Humanities and Social Sciences Communications, 11, 1718. https://doi.org/10.1057/s41599-024-04254-0
  21. Han, I. (2021). Immersive virtual field trips and elementary students’ perceptions. British Journal of Educational Technology, 52(1), 179-195. https://doi.org/10.1111/bjet.12946
  22. Han, X., Luo, H., Wang, Z., & Zhang, D. (2025). Using virtual reality for teacher education: a systematic review and meta-analysis of literature from 2014 to 2024. Frontiers in Virtual Reality, 6, 1620905. https://doi.org/10.3389/frvir.2025.1620905
  23. Hite, R.L., Jones, M.G., Childers, G.M., Ennes, M., Chesnutt, K., Pereyra, M., & Cayton, E. (2019). Investigating potential relationships between adolescents’ cognitive development and perceptions of presence in 3-D, haptic-enabled, virtual reality science instruction. Journal of Science Education and Technology, 28, 265-284. https://doi.org/10.1007/s10956-018-9764-y
  24. Huang, T.C., & Tseng, H.P. (2025). Extended reality in applied sciences education: A systematic review. Applied Sciences, 15(7), 4038. https://doi.org/10.3390/app15074038
  25. Huang, W., Roscoe, R. D., Johnson‐Glenberg, M. C., & Craig, S. D. (2021). Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion. Journal of Computer Assisted Learning, 37(3), 745-758. https://doi.org/10.1111/jcal.12520
  26. Jang, S., Vitale, J. M., Jyung, R. W., & Black, J. B. (2017). Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment. Computers & Education, 106, 150-165. https://doi.org/10.1016/j.compedu.2016.12.009
  27. Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23(4), 1515-1529. https://doi.org/10.1007/s10639-017-9676-0
  28. Johnson-Glenberg, M. C. (2018). Immersive VR and education: Embodied design principles that include gesture and hand controls. Frontiers in Robotics and AI, 5, 375272. https://doi.org/10.3389/frobt.2018.00081
  29. Johnson-Glenberg, M. C., & Megowan-Romanowicz, C. (2017). Embodied science and mixed reality: How gesture and motion capture affect physics education. Cognitive Research: Principles and Implications, 2(1), 24. https://doi.org/10.1186/s41235-017-0060-9
  30. Johnson-Glenberg, M.C., Bircheld, D., Savvides, P., & Megowan-Romanowicz, C. (2011). Semi-virtual embodied learning-real world stem assessment (pp. 241-257). Springer.
  31. Klingenberg, S., Fischer, R., Zettler, I., & Makransky, G. (2023). Facilitating learning in immersive virtual reality: Segmentation, summarizing, both or none?. Journal of Computer Assisted Learning, 39(1), 218-230. https://doi.org/10.1111/jcal.12741
  32. Lampropoulos, G., & Kinshuk, (2024). Virtual reality and gamification in education: A systematic review. Educational Technology Research and Development, 72, 1691-1785. https://doi.org/10.1007/s11423-024-10351-3
  33. Leung, T., Zulkernine, F., & Isah, H. (2018). The use of virtual reality in enhancing interdisciplinary research and education. Systemics, Cybernetics and Informatics, 16(6), 4-9. https://doi.org/10.48550/arXiv.1809.08585.
  34. Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by embodiment: Six precepts for research on embodied learning and mixed reality. Educational researcher, 42(8), 445-452. https://doi.org/10.3102/0013189X13511661
  35. Llanos-Ruiz, D., Abella-García, V., & Ausín-Villaverde, V. (2025). Virtual reality in higher education: A systematic review aligned with the sustainable development goals. Societies, 15(9), 251. https://doi.org/10.3390/soc15090251
  36. Luo, H., Li, G., Feng, Q., Yang, Y., & Zuo, M. (2021). Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019. Journal of Computer Assisted Learning, 37(3), 887-901. https://doi.org/10.1111/jcal.12538
  37. Makransky, G., & Mayer, R. E. (2022). Benefits of taking a virtual field trip in immersive virtual reality: Evidence for the immersion principle in multimedia learning. Educational Psychology Review, 34(3), 1771-1798. https://doi.org/10.1007/s10648-022-09675-4
  38. Makransky, G., & Petersen, G.B. (2021). The cognitive affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33, 937-958. https://doi.org/10.1007/s10648-020-09586-2
  39. Makransky, G., Borre-Gude, S., & Mayer, R.E. (2019). Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. Journal of Computer Assisted Learning, 35(6), 691-707. https://doi.org/10.1111/jcal.12375
  40. Makransky, G., Petersen, G.B., & Klingenberg, S. (2020). Can an immersive virtual reality simulation increase students’ interest and career aspirations in science? British Journal of Educational Technology, 51(6), 2079-2097. https://doi.org/10.1111/bjet.12954
  41. Matovu, H., Won, M., Treagust, D.F., Ungu, D.A.K., Mocerino, M., Tsai, C.C., & Tasker, R. (2023). Change in students’ explanation of the shape of snowflakes after collaborative immersive virtual reality. Chemistry Education Research and Practice, 24(2), 509-525. https://doi.org/10.1039/d2rp00176d
  42. Merchant, Z., Goetz, E.T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T.J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40. https://doi.org/10.1016/j.compedu.2013.07.033
  43. Meyer, O.A., Omdahl, M.K., & Makransky, G. (2019). Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment. Computers & Education, 140, 103603. https://doi.org/10.1016/j.compedu.2019.103603
  44. Monahan, T., McArdle, G., & Bertolotto, M. (2008). Virtual reality for collaborative e-learning. Computers & Education, 50(4), 1339-1353. https://doi.org/10.1016/j.compedu.2006.12.008
  45. Munafo, J., Diedrick, M., & Stoffregen, T.A. (2017). The virtual reality head-mounted display Oculus Rift induces motion sickness and is sexist in its effects. Experimental Brain Research, 235, 889-901.
  46. National Research Council (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. https://doi.org/10.17226/13165.
  47. Oje, A.V., Hunsu, N.J., & Fiorella, L. (2025). A systematic review of evidence-based design and pedagogical principles in educational virtual reality environments. Educational Research Review, 47, 100676. https://doi.org/10.1016/j.edurev.2025.100676
  48. Omowumi, O.E., Michael, F.B., Friday, O.H., Taofeeq, B., Chinenye, E.C., & Samiala, B.B. (2024) Impact of inadequate infrastructure on the effective teaching and learning of physics in senior secondary schools in Bwari area council of Abuja. International Journal of Humanities Social Science and Management, 4(4), 1281-1288.
  49. Page, M.J., McKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C.D.,. & Moher, D. (2021). Updating guidance for reporting systematic reviews: development of the PRISMA 2020 statement. Journal of clinical epidemiology, 134, 103-112.
  50. Pande, P., Thit, A., Sørensen, A. E., Mojsoska, B., Moeller, M. E., & Jepsen, P. M. (2021). Long-Term Effectiveness of Immersive VR Simulations in Undergraduate Science Learning: Lessons from a Media-Comparison Study. Research in Learning Technology, 29. https://doi.org/10.25304/rlt.v29.2482
  51. Parong, J., & Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785–797. https://doi.org/10.1037/edu0000241
  52. Parong, J., & Mayer, R. E. (2021). Cognitive and affective processes for learning science in immersive virtual reality. Journal of Computer Assisted Learning, 37(1), 226-241. https://doi.org/10.1111/jcal.12482
  53. Pellas, N., Kazanidis, I., & Palaigeorgiou, G. (2020). A systematic literature review of mixed reality environments in K-12 education. Education and Information Technologies, 25(4), 2481-2520. https://doi.org/10.1007/s10639-019-10076-4
  54. Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrović, V. M., & Jovanović, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, 95, 309-327. https://doi.org/10.1016/j.compedu.2016.02.002
  55. Radianti, J., Majchrzak, T.A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
  56. Sakr, A., & Abdullah, T. (2024). Virtual, augmented reality and learning analytics impact on learners, and educators: A systematic review. Education and Information Technologies, 29, 19913-19962. https://doi.org/10.1007/s10639-024-12602-5
  57. Shah, S.F.A., Mazhar, T., Shahzad, T., Khan, M.A., Ghadi, Y.Y., & Hamam, H. (2024). Integrating educational theories with virtual reality: Enhancing engineering education and VR laboratories. Social Sciences & Humanities Open, 10, 101207. https://doi.org/10.1016/j.ssaho.2024.101207
  58. Slater, M., & Sanchez-Vives, M.V. (2016). Enhancing our lives with immersive virtual reality. Frontiers in Robotics and AI, 3, 74. https://doi.org/10.3389/frobt.2016.00074
  59. Stavroulia, K.E., Baka, E., & Lanitis, A. (2025). VR-based teacher training environments: A systematic approach for defining the optimum appearance of virtual classroom environments. Virtual Worlds, 4(1), 6. https://doi.org/10.3390/virtualworlds4010006
  60. Strojny, P., & Dużmańska-Misiarczyk, N. (2023). Measuring the effectiveness of virtual training: A systematic review. Computers & Education: X Reality, 2, 100006. https://doi.org/10.1016/j.cexr.2022.100006
  61. Sviridova, E., Yastrebova, E., Bakirova, G., & Rebrina, F. (2023). Immersive technologies as an innovative tool to increase academic success and motivation in higher education. Frontiers in Education, 8, 1192760. https://doi.org/10.3389/feduc.2023.1192760
  62. Tusher, H. M., Mallam, S., & Nazir, S. (2024). A systematic review of virtual reality features for skill training. Technology, Knowledge and Learning, 29(2), 843-878. https://doi.org/10.1007/s10758-023-09713-2
  63. Walstra, K.A., Cronje, J., & Vandeyar, T. (2024). A review of virtual reality from primary school teachers' perspectives. The Electronic Journal of e-Learning, 22(3), 1-11. https://doi.org/10.34190/ejel.21.4.3060
  64. Wu, B., Yu, X., & Gu, X. (2020). Effectiveness of immersive virtual reality using head‐mounted displays on learning performance: A meta‐analysis. British Journal of Educational Technology, 51(6), 1991-2005. https://doi.org/10.1111/bjet.13023
  65. Wu, J., Guo, R., Wang, Z., & Zeng, R. (2021). Integrating spherical video-based virtual reality into elementary school students’ scientific inquiry instruction: effects on their problem-solving performance. Interactive Learning Environments, 29(3), 496-509. https://doi.org/10.1080/10494820.2019.1587469
  66. Yang, C., Zhang, J., Hu, Y., Yang, X., Chen, M., Shan, M., & Li, L. (2024). The impact of virtual reality on practical skills for students in science and engineering education: A meta-analysis. International Journal of STEM Education, 11, 28. https://doi.org/10.1186/s40594-024-00487-2
  67. Zhang, Y., Feijoo-Garcia, M.A., Gu, Y., Popescu, V., Benes, B., & Magana, A.J. (2024). Virtual and augmented reality in science, technology, engineering, and mathematics (STEM) education: An umbrella review. Information, 15, 515. https://doi.org/10.3390/ info15090515
  68. Zhao, J., Lin, L., Sun, J., & Liao, Y. (2020). Using the summarizing strategy to engage learners: Empirical evidence in an immersive virtual reality environment. The Asia-Pacific Education Researcher, 29, 473-482. https://doi.org/10.1007/s40299-020-00499-w
  69. Zhao, X., Ren, Y., & Cheah, K. S. (2023). Leading virtual reality (VR) and augmented reality (AR) in education: bibliometric and content analysis from the web of science (2018–2022). Sage Open, 13(3), https://doi.org/10.1177/21582440231190821
  70. Zinchenko, Y.P., Khoroshikh, P.P., Sergievich, A.A., Smirnov, A.S., Tumyalis, A.V., Kovalev, A.I., Gutnikov, S.A., Golokhvast, K.S. (2020). Virtual reality is more efficient in learning human heart anatomy especially for subjects with low baseline knowledge. New Ideas in Psychology, 59, 100786. https://doi.org/10.1016/j.newideapsych.2020.100786
  71. Battipede, E., Giangualano, A., Boffi, P., Clerici, M., Calvi, A., Cassenti, L.,. & Gallace, A. (2024, November). Physics Playground: Insights from a Qualitative-Quantitative Study About VR-Based Learning. In International Conference on Intelligent Human Computer Interaction (pp. 97-108). Cham: Springer Nature Switzerland.
  72. Page, M.J., McKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C.D.,. & Moher, D. (2021). Updating guidance for reporting systematic reviews: development of the PRISMA 2020 statement. Journal of clinical epidemiology, 134, 103-112.