Geocaching as a route to fresh learning and exploration experiences: a systematic literature review

Since half of the century, technology has dominated the modern era. The rapid advancement of technology has reached generating artificial intelligence and artificial realities. So, virtual reality is an emerging technology and is applicable in education as well. Virtual reality is a computer-generated simulation, where people can interact within an artificial environment. Moreover, in an educational setting, such an environment provides students with a chance to get experiential learning. This paper has a systematic literature review on emerging technologies, such as virtual reality as a pedagogical tool for enhancing students’ experiential learning. This review aims to explore and understand the effect of virtual reality on students’ experiential learning by reviewing twenty-six selected articles. The selected studies have followed various methodologies and are from different contexts. This review study aims to present a systematic literature review for understanding and exploring the effect of virtual reality as a pedagogical tool for enhancing students’ experiential learning. Nine themes were identified, which are (a) virtual reality as pedagogical tool, (b) virtual reality as emerging educational technology tool, (c) virtual reality as digital transformation, (d) virtual reality as teaching-learning model, (e) virtual reality as architectural pedagogy, (f) virtual reality for communication skills, (g) virtual reality for reading and writing skills, (h) virtual reality for social learning, and (i) virtual reality for experiential learning. Thus, it is found that virtual reality is used as a pedagogical tool for various subject areas for encouraging involvement. It is helpful in medical, engineering, language, and social learning, as it provides a chance to get first-hand experience of the environment. Also, it helps learners to engage in a presented virtual environment and experience the sense of presence in it and enhances students’ experiential learning. Therefore, this review found virtual reality as an essential pedagogical tool for strengthening students’ experiential learning.

The global ecological crisis demands an educational response that is not only technical but also ethical and spiritual. This study systematically reviews the integration of ecotheology into Islamic Religious Education (IRE) and synthesizes evidence on its effects on students’ spiritual, social, and cognitive character development. Using a Systematic Literature Review design guided by PRISMA 2020, we searched Scopus and Google Scholar for peer-reviewed studies published between 2020 and 2025 using Boolean combinations of eco-theology/Islamic environmental ethics, Islamic education/IRE, and character-related outcomes. After identification, deduplication, screening, and full-text eligibility assessment, 33 studies met the inclusion criteria and were analyzed through thematic narrative synthesis. The findings show that ecotheology is integrated into IRE through three main pathways: (1) curriculum strengthening (learning objectives, content, and materials grounded in Islamic ecological principles), (2) contextual–reflective pedagogies (including problem-based, experiential, and project-based learning), and (3) authentic assessment (e.g., reflective journals, portfolios, and behavior-based observation). Across the reviewed literature, ecotheology integration tends to enhance students’ spiritual awareness, strengthen socio-ecological responsibility and solidarity, and foster critical and reflective thinking about sustainability. However, a key limitation across studies is the lack of standardized learning-outcome indicators and validated evaluation instruments for ecotheology within IRE. This review highlights the need for a structured pedagogical framework and an assessment system to support consistent implementation and measurable outcomes in ecotheology-oriented Islamic education. Abstrak Krisis ekologi global menuntut respons pendidikan yang tidak hanya bersifat teknis, tetapi juga etis dan spiritual. Penelitian ini menyajikan tinjauan literatur sistematis mengenai integrasi ekoteologi dalam Pendidikan Agama Islam (PAI) serta mensintesis temuan-temuan empiris terkait dampaknya terhadap pengembangan karakter spiritual, sosial, dan kognitif peserta didik. Penelitian menggunakan desain Systematic Literature Review (SLR) dengan panduan PRISMA 2020. Proses penelusuran dilakukan melalui basis data Scopus dan Google Scholar terhadap artikel ilmiah yang dipublikasikan antara tahun 2020 hingga 2025, menggunakan kombinasi Boolean yang mencakup konsep ekoteologi/etika lingkungan Islam, pendidikan Islam/PAI, serta dimensi karakter. Setelah melalui tahap identifikasi, eliminasi duplikasi, penyaringan, dan evaluasi kelayakan teks penuh, sebanyak 33 artikel memenuhi kriteria inklusi dan dianalisis melalui pendekatan sintesis naratif tematik. Hasil kajian menunjukkan bahwa integrasi ekoteologi dalam PAI berlangsung melalui tiga jalur utama: (1) penguatan kurikulum (perumusan tujuan pembelajaran, materi, dan konten berbasis prinsip ekologi Islam), (2) penerapan pedagogi kontekstual-reflektif (termasuk problem-based learning, experiential learning, dan project-based learning), serta (3) penggunaan asesmen autentik (seperti jurnal reflektif, portofolio, dan observasi perilaku). Secara umum, integrasi ekoteologi berkontribusi pada peningkatan kesadaran spiritual peserta didik, penguatan tanggung jawab sosial-ekologis, serta pengembangan kemampuan berpikir kritis dan reflektif terhadap isu keberlanjutan. Namun demikian, keterbatasan utama yang teridentifikasi adalah belum tersedianya indikator capaian pembelajaran yang terstandar serta instrumen evaluasi yang tervalidasi untuk ekoteologi dalam PAI. Kajian ini menegaskan urgensi pengembangan kerangka pedagogis dan sistem asesmen yang sistematis guna mendukung implementasi yang konsisten dan terukur dalam pendidikan Islam berbasis ekoteologi.

Experiential Learning (EL) is one of the 21st century learning models that provides students with more real and applicable learning experiences. Although EL has been widely used in various learning, there is still no comprehensive synthesis of how EL can be effectively implemented in various learning contexts to achieve various learning outcomes. This research aims to identify and synthesise the effectiveness of EL in improving and developing various learning outcomes. This research uses the Systematic Literature Review (SLR) method by analysing search results from the Scopus, Erics, Web of Science, and Google Scholar databases, in the last 10 years (2025-2015). Based on the search results, 16 suitable articles were obtained based on the inclusion and exclusion criteria. The results of the analysis of this article review can be drawn conclusions and findings that EL has a good impact on improving various learning outcomes, such as improving academic achievement, critical thinking skills, higher order thinking skills, collaboration, learning motivation, self-learning readiness, activeness, pedagogical skills, and problem-solving skills both at the elementary, junior high school, high school/vocational school and university levels. This research provides a comprehensive synthesis of the effectiveness of EL in improving and developing various learning outcomes.

This study explores the application of experiential learning to improve high school students' metacognitive and critical thinking skills in understanding electrical and non-electrical concepts. Using a Systematic Literature Review (SLR) method, this study identified and analyzed research on the integration of immersive learning in chemistry education. The abstract nature of electrolyte and non-electrolyte topics often hinders students' conceptual understanding and requires higher-level skills. The findings suggest that experiential learning fosters individualized, flexible, and reflective learning. Students participate in role-playing, modeling, and problem-solving exercises that encourage exploration, analysis, and self-development. This approach enhances students' conceptual understanding and metacognitive skills by helping them understand, remember, and evaluate their learning process. The results of the study indicate that experiential learning methods based on classroom instruction significantly increase students' ability to connect concepts, engage in critical thinking, and refine their learning. Even though it is effective, there are still issues including teacher competency gaps, inadequate technology infrastructure, and the need for curriculum adaptation. Overall, this study offers a synthetic perspective on how learning activities that are specific to experiential learning can increase metacognitive and critical thinking skills. This study offers cost-effective assistance to educators and policy makers in developing technology-based kimia education strategies that encourage understanding and analytical skills in learning complex concepts such as electrical and non-electrical.

A substantial body of literature has well-documented and demonstrated the potential of using three-dimensional (3D) virtual worlds (VWs) across various learning subjects and contexts in primary and secondary (K-12) education. However, little is known when it comes to issues related to child-interaction research and the impact that design decisions have on the user experience (UX), especially when game-based learning approaches are employed in 3DVWs. Hence, in this systematic literature review, we appraise and summarize the most relevant research articles (n = 30) conducted in K-12 settings, published between 2006–2020 and that elicit information related to (a) the interaction design (ID) of game events and trends associated with game elements and features that were utilized for the development and creation of game prototypes, (b) the research methods which were followed to empirically evaluate their teaching interventions, and (c) the design-related issues and factors affecting ID and UX by identifying the most frequent set of learning and game mechanics that were adopted in various game prototypes in different learning subjects. The vast majority of game prototypes enhanced students’ engagement and participation, affecting their achievements positively. This systematic literature review provides clear guidelines regarding the design decisions that educational stakeholders should consider, and provides recommendations on how to assess and evaluate the students’ learning experience (i.e., performance, achievements, outcomes) using 3DVWs.

Purpose – This study maps current evidence on religious moderation in Islamic Education in Indonesia to assess the effectiveness of policy, curriculum, pedagogy, and the institutional ecosystem—framed by Pancasila—as a counter-radicalization strategy and a shaper of inclusive character. Design/methods/approach – Systematic Literature Review (SLR) grounded in Kitchenham & Charters. Scopus search (February 12, 2025) using TITLE-ABS-KEY("religious" AND "moderation"), period 2018–2025, document type article. 754 articles found; 127 filtered as relevant; 72 fully reviewed; 2 excluded (review-based); 70 analyzed through qualitative content analysis (mechanical and interpretive stages) following the PRISMA scheme. Findings – Implementation of moderation is effective when wasathiyah values are integrated across subjects and practiced through dialogic methods (problem solving, inquiry, discussion), an integrative curriculum, and educator involvement. As a counter-radicalization strategy, effectiveness is supported by firm campus policies framed by Pancasila, the strengthening of national values (tawassuth, tawazun, i‘tidal, al-wathaniyah), and the role of madrasahs and universities as agents of social change. Key factors include school leadership, an inclusive curriculum, interfaith dialogue, and directed use of technology (Technological Pedagogical Content Knowledge [TPACK]). These findings sequentially answer RQ1–RQ4 (curriculum implementation; counter-radicalization strategies; contributions of empirical approaches; the role of higher education). Research implications – Recommendations include the standardization of moderation competencies in the Islamic Religious Education (PAI)/higher-education curriculum; the design of dialogic pedagogy grounded in experiential learning and inclusive social projects; capacity building for educators and digital literacy (TPACK); and institutional policies that synergize mentoring, intra/extracurricular activities, anti-radicalization governance, and curation of the educational digital ecosystem.

This literature review examines the current literature and research surrounding the foundations and applications of experiential and multimedia learning in virtual reality environments. Eleven insightful research papers are discussed, detailing the efforts and results of multimedia learning and experiential learning in virtual reality independently, not combined. The literature, and consequently the literature review, heavily pulls from Kolb’s Experiential Learning model and Mayer’s Cognitive Theory of Multimedia Learning. We find a general trend suggesting the efficacy of creating experiential learning-based lessons and the efficacy of multimedia learning formats. However, based on the literature, combining these two theories and techniques may result in higher student engagement and content retention. This literature review also explores the thresholds for sensory stimuli fidelities necessary to create meaningful, effective, immersive virtual reality content. However, further research will be required to measure attention, retention, and information recall in different virtual reality and multimedia lesson formats, as well as engagement and positive emotions associated with learning.

Impact of experiential dementia care learning on knowledge, skills and attitudes of nursing students: A systematic literature review

Experiential learning in entrepreneurship education: A systematic literature review

Tremendous proliferation in data generation in the past few years has paved the way for new research and the development of new and improved techniques and algorithms in different fields of science and education. Initially terms like educational data mining emerged as a branch of data mining borrowing techniques from its ancestor. The challenges brought about by this large and heterogeneous data are diverse and needs a greater serious technical treatment. New and emerging fields like learning analytics have been introduced to manage the complexities of this data deluge. Learning analytics deals with data in the context of learner and the learning environment to improve the overall learning experience. The ultimate aim of the field is to make use of the data about learners and their environments to gain insights into the learning process using some of the well-known techniques and algorithms from the fields of data mining and machine learning. The process involves collecting, analysis of data and reporting the results to understand and optimize the learning experience. The fields of data mining and academic analytics closely related to learning analytics. Systematic Literature Review (SLR) is a robust, organized and rigorous literature review and reporting process aimed at identifying, collecting and synthesizing the relevant literature on a research question according to specified criteria. The process is more unbiased and balanced by systematic sequence of steps. This paper presents a systematic literature review by first developing the systematic literature review protocol and then discussing the main findings of the literature review by especially focusing on the applications and uses of machine learning and data mining techniques in the domain of learning analytics.
 
 Index Terms—Systematic Literature Review (SLR), Learning Analytics (LA), Big Data, Educational Data Mining (EDM), Machine Learning (ML).

Tremendous proliferation in data generation in the past few years has paved the way for new research and the development of new and improved techniques and algorithms in different fields of science and education. Initially terms like educational data mining emerged as a branch of data mining borrowing techniques from its ancestor. The challenges brought about by this large and heterogeneous data are diverse and needs a greater serious technical treatment. New and emerging fields like learning analytics have been introduced to manage the complexities of this data deluge. Learning analytics deals with data in the context of learner and the learning environment to improve the overall learning experience. The ultimate aim of the field is to make use of the data about learners and their environments to gain insights into the learning process using some of the well-known techniques and algorithms from the fields of data mining and machine learning. The process involves collecting, analysis of data and reporting the results to understand and optimize the learning experience. The fields of data mining and academic analytics closely related to learning analytics. Systematic Literature Review (SLR) is a robust, organized and rigorous literature review and reporting process aimed at identifying, collecting and synthesizing the relevant literature on a research question according to specified criteria. The process is more unbiased and balanced by systematic sequence of steps. This paper presents a systematic literature review by first developing the systematic literature review protocol and then discussing the main findings of the literature review by especially focusing on the applications and uses of machine learning and data mining techniques in the domain of learning analytics.
 
 Index Terms—Systematic Literature Review (SLR), Learning Analytics (LA), Big Data, Educational Data Mining (EDM), Machine Learning (ML).

Aim. This systematic literature review aims to analyse existing studies that have investigated the impact of VR welding kits on the development of psychomotor skills, knowledge acquisition, and overall learning experience. By synthesising findings from a variety of sources, this review seeks to provide insight into the strengths, limitations, and potential areas for further research in this domain. Method. This systematic literature review involved an extensive search of electronic databases such as PubMed, Google Scholar, and IEEE Xplore to identify relevant studies that focused on the impact of VR welding kits on psychomotor skills development and knowledge acquisition. Result. Findings from a systematic literature review reveal a range of results related to the impact of VR welding kits on psychomotor skills development and knowledge acquisition. Most of the research highlights the positive effects of utilising VR technology in welding education. VR welding kits were invented to improve learners’ psychomotor skills by providing a realistic and interactive simulation environment. Conclusion. Ongoing research in this domain will be critical to refining and integrating VR welding technology into welding education and practice, ultimately positioning the industry for a future that improves productivity, safety, and competitiveness. Cognitive Value. Allowing students to practice and refine welding techniques in a safe and controlled setting, ultimately leading to increased proficiency and confidence in practical applications. The insights gained from this review have significant implications for educators, training programs, and the welding industry.

This study defines Scientific-Educational Tourism (SET) through a Systematic Literature Review (SLR) of research on scientific tourism (ST) and educational tourism (ET). Using Kitchenham’s protocol, 41 peer-reviewed studies published between 2011 and 2021 were analyzed across five academic and international databases. The review shows that ST and ET share common foundations – experiential learning, scientific engagement, and community participation – yet remain conceptually fragmented. By synthesizing their intersections, this study proposes the first academic definition of SET and identifies six core characteristics, emphasizing its dual purpose (scientific and educational), active participation in research, expert guidance, context-based experiential learning, community-driven impacts, and methodological replicability. These findings position SET as a distinct and integrative form of tourism. They are important because they provide both a structured conceptual framework and practical guidance for the design of university-led field programs, conservation initiatives, and collaborative models that enhance knowledge exchange, sustainability, and local development.

PurposeThis study aims to delve into the evolution, trends and implications of scientific production related to service learning (SL) and community engagement for sustainability in higher education institutions (HEIs). Because HEIs play a crucial role in achieving the sustainable development goals (SDGs), experiential learning approaches are needed to actively involve students in sustainable development.Design/methodology/approachIn total, 869 publications from Web of Science and Scopus databases were analysed using a bibliometric approach that included performance analysis and science mapping. Subsequently, a systematic literature review was conducted on 118 publications, focusing on their contribution to SDGs and alignment with United Nations Educational Scientific and Cultural Organisation’s fields of expertise.FindingsThe findings reveal two significant trends: a substantial shift from curriculum development (2000–2010) to education for sustainable development (2011–2022), and the effectiveness of experiential learning teaching approaches, such as the integration of SL with community engagement and the use of innovative research methods in promoting the acquisition of sustainable development competencies. Additionally, community-based research, participatory action research and capacity development emerged as the primary topics.Research limitations/implicationsWhile this research is based on publications from two prominent databases, it may not include significant studies published in other databases.Practical implicationsThese findings suggest that stakeholders should incorporate experiential learning activities and innovative research approaches to enhance education in, for and from sustainability.Originality/valueThis study offers a fresh perspective on the intellectual framework of experiential learning teaching approaches concerning sustainability in HEIs.

Leveraging technology is an integral component of any 21st-century learning. Researchers and practitioners are still working on ways to improve student learning with the help of technology as a learning tool. Therefore, this study was carried out to study the effects of integrating technology-mediated learning in biology education using a systematic literature review (SLR) by employing the PRISMA technique. The analysis of selected literature found that the integration of technology-mediated learning has a significant positive impact on student's academic achievement and learning experience. Further research can be carried out by investigating the impact of technology-mediated collaborative learning on learning experience and academic achievement in histology. Several advantages and features of technology-mediated learning are identified by classifying the learning methods, approaches, and delivery methods.