Virtual Reality in Education: A Comparative Social Media Data and Sentiment Analysis Study

This paper investigated the socio-ethical challenges associated with the integration of new technologies in education. Its primary objective was to undertake a mixed-methods case study that delved deeply into the ethical considerations within the socio-cultural context, particularly concerning the effectiveness of virtual reality in educational settings. To comprehensively address the identified issues, the research combined a case study approach with a thorough literature review, which supported and validated the study’s hypotheses. The literature analysis encompassed 50 sources sourced from reputable scientific databases, including Web of Science, Google Scholar, and Scopus, with selections made through the stratified sampling method. The inclusion criteria consisted of articles published between 2019 and 2023 that examined the effects of virtual reality and artificial intelligence in educational settings. The findings highlighted essential elements regarding the application of virtual reality in education, including its ethical considerations and its effects on both students and teachers from a socio-ethical viewpoint. The paper also addressed the ethical principles that must be considered when implementing immersive educational practices. Through an extensive literature review, emerging trends and challenges that necessitate further investigation were investigated. The paper outlined specific ethical guidelines that should be adhered to when utilising immersive technologies in education, thereby establishing a framework for their responsible application. The examination of the risks and opportunities presented by virtual reality offers valuable insights for educators aiming to incorporate these technologies into their teaching methodologies. This paper also explored the emerging possibilities that virtual reality brings to education and outlines the most effective strategies for its application. In terms of practical applications, the findings can inform the development of guidelines for the ethical utilisation of virtual reality in education, assisting educators in mitigating any potentially adverse effects on students.

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

The integration of technology into education has revolutionized traditional learning methods and opened new avenues for immersive and interactive experiences. Augmented reality (AR) and virtual reality (VR) are two emerging technologies that have gained significant attention in education. This paper will explore the potential of AR and VR in education by examining their applications, benefits, and challenges. Augmented reality (AR) and virtual reality (VR) have the potential to revolutionize education. AR augments the real world with digital content, while VR creates immersive virtual environments. These technologies promote engagement, enable experiential learning, and personalize education. AR and VR enable collaboration, accessibility, and creativity. As hardware evolves and integration improves, the impact of AR and VR in education will continue to grow and change the way students learn and educators teach. This summary explores the potential of augmented reality (AR) and virtual reality (VR) in education. It highlights the transformative impact of these technologies on traditional teaching methods. AR and VR provide immersive and engaging experiences that enhance students' understanding, retention, and application of knowledge. They enable experiential learning, personalized and adaptive approaches, collaboration, and integration. In addition, AR and VR foster creativity and problem-solving skills and bridge the gap between theory and practice. As technology advances, the integration of AR and VR into education offers promising prospects for revolutionizing learning experiences

The role of technology in education is becoming increasingly important, and the introduction of advanced technology and AI is transforming the way we learn. Virtual reality (VR) is an effective technology that enhances student engagement and improves learning outcomes. However, the cost of implementing VR is a significant concern for educational institutions, making integrating VR technology into education challenging. To address this challenge, this study aims to explore the costs associated with integrating VR into architectural, engineering, and construction (AEC) education. The study had three objectives: to identify relevant case studies that utilized VR in AEC education, to perform keyword analysis, and to conduct a cost analysis of the selected case studies. The thematic analysis identified VR applications in various categories, including VR platforms, construction safety training, design review simulators, civil engineering labs, building information modeling (BIM) integration, architectural design, and surveying engineering. The results revealed that the cost of VR varies based on the application, indicating that it is possible to implement VR in education even on a limited budget. This research provides valuable insights and recommendations for researchers and practitioners who want to adopt VR technology in AEC education effectively.

BackgroundThis study evaluates the effectiveness and pedagogical integration of Virtual Reality (VR), exploring its application in various educational contexts. In this systematic literature review, the role of virtual reality in enhancing competency development within higher education is examined.MethodsThe search was conducted in two databases (Scopus and Web of Science) following the PRISMA method guidelines. Inclusion criteria were limited to studies that used virtual reality as a tool within the classroom, analyzing the competencies developed through its application.ResultsOut of the 1,671 articles retrieved, 61 full texts were selected for review, resulting in 27 academic articles published in the last five years. The findings highlight the capacity of virtual reality to foster interpersonal skills while simultaneously addressing the challenges of its integration.DiscussionThe adoption of Virtual Reality (VR) in higher education is notable for its immersive learning experiences. Despite VR’s significant contribution to education, its widespread integration faces challenges, including the high costs of VR technology and the lack of specialized educational software, which limits its accessibility across various academic disciplines.ConclusionThe advent of global technological advancements has unveiled numerous opportunities within the educational sector, with VR emerging as a transformative technology that offers immersive learning experiences, propelling educational methodologies beyond traditional boundaries. Through this SLR, it becomes evident that the application of VR in education transcends mere knowledge transfer, facilitating the development of critical competencies.Systematic review registrationhttp://bit.ly/3SyKPhv.

The integration of Virtual Reality (VR) technologies into education holds immense promise. Virtual Reality has the potential of providing an immersive and interactive learning experience, thus allowing students to engage with educational content in a more meaningful way. As it can be customized and developed for different purposes, VR can be integrated into almost all the school subjects. However, it is marked by its unique set of obstacles or challenges such as high prices of the devices, lack of software, limited usability, lack of competence of teachers etc. This study is mainly centered on the research interest of understanding how teachers apply VR technologies in their educational practices. The study delves into the experiences of teachers who participated in a survey. The survey was administered between September 2023 and November 2023, to 103 teachers from diverse educational backgrounds. The results were analyzed by using SPSS and MAXQDA software. Through their responses, the key findings that shed light on the integration, benefits, and challenges of VR technologies in education are provided in the current study.

Virtual reality, also known as VR, is an exciting but ill-defined field of discovery. The question of how technological advances in this field will impact education is difficult to answer at present with any degree of certainty, but is one that must be considered by educational researchers, teachers, and administrators. This position paper presents the foundational definitions and positions of several investigators in this realm, along with thoughts on difficulties and complex issues that currently hinder the application of virtual reality in educational settings. It is recommended that the excitement that VR generates be leveraged into applications research in order to validate both the effectiveness of VR in education and encourage further development of the technology.

Aim/Purpose: The objective of this study is threefold: (i) investigate how a group of subjects see the relationship between the integration of content, pedagogical and technological knowledge of their chemistry teaching in light of the teaching practices developed during the pandemic; (ii) present a framework for the integration of digital technologies in chemical education; and (iii) integrate empirical research on teachers’ relationship with technology in the remote classroom during the pandemic. Background: The COVID-19 pandemic has imposed changes in the ways of teaching and learning and has affected educational contexts at all levels of education. While technology has been instrumental in providing access to education during the pandemic, it has also revealed a picture of serious technological inequality, especially among students. The adoption of technology in education is an old topic in Brazil but still requires studies and advances in the implementation of Information and Communication Technologies (ICT) in education. With regard to teaching Chemical Science, the study of the skills and knowledge that teachers need to carry out an effective and efficient integration of ICT in education is still a priority at any educational level. Methodology: The research method used was qualitative with an interpretive paradigm that involved 324 Licentiate and Baccalaureate students in Chemistry from public educational institutions in the five regions that make up the Brazilian territory. Data were collected through an online survey and, after being exported it was analyzed using Python software. In order to reduce the number of variables, exploratory factor analysis was carried out followed by a reliability analysis of the adopted factors, in addition to subsequent comparisons between the means related to the three factors for each of the categorical variables present in this work (Gender, Age, Region, Teacher Education, Period, and Course). Contribution: This article analyzes the perceptions of these chemistry students in Brazil regarding the effective integration of content, pedagogical and technological knowledge of their chemistry teachers during the pandemic. It also proposes a framework of a model constituted from the amalgamation between Johnstone’s triangle and the conceptual structure TPACK whose aim is to teach chemistry by interrelating the macroscopic, symbolic, and submicroscopic levels incorporated into technologies. Findings: The results of this research allow us to conclude that of the three main knowledge areas proposed in the TPACK model, the field of Knowledge mostly Scientific of chemistry teachers (Factor 1) was pointed out as the most deficient when investigated in the light of the perceptions of the students. The model developed and presented in this study, which integrates TPACK into the Johnstone Triangle, proposed a theoretical framework that explains the integration of technology into the chemistry curriculum and gives teachers a very important role in its use and appropriation to facilitate the integration of technology in an effective way, thus adding improvements to the construction of chemical knowledge of their students. Recommendations for Practitioners: This study found that it is necessary for chemistry teachers to carry out training courses to improve the development of ICT-related skills and, consequently, to use the knowledge that composes the TPACK structure in interrelated ways so that chemical instructions can be used in a pedagogically appropriate manner and effectively to improve students’ chemistry learning experience. Recommendation for Researchers: This study involved only higher education chemistry professors and students; therefore, future research is needed involving chemistry teachers from different levels of education to expand our results. In addition, the proposed model that integrates TPACK and Johnstone’s Triangle can be reapplied and improved, and new theoretical and epistemological contributions can be added to the framework to improve the teaching and learning process of chemistry with the support of technologies. Impact on Society: The understanding of the TPACK of higher education chemistry teachers in Brazil can demonstrate weaknesses in the process of incorporating ICT in the classroom during the process of teaching and learning chemistry. Therefore, this research typology can be useful in supporting the development of ICT-related skills, consequently improving teachers’ TPACK. On the other hand, such understanding, by promoting reflections on university chemistry curricula, endorses the need for teachers’ continuing education as a healthy mechanism for a growing integration of technologies in their teaching practices. The proposed model has the potential to align discussions on the use of technology in teaching chemistry, considering the specificities that are inherent and indispensable to the understanding of chemical knowledge. Future Research: Future research should be to further improve the use of the proposed model that integrates Johnstone’s triangle and the TPACK conceptual framework in teacher training, using it fully to guide the development and promotion of teacher training courses regarding the insertion of teaching technologies in a pedagogical way to teach chemistry in its different dimensions.

Background. This article presents the results of a study of the impact of virtual reality on modern education. The comparison of traditional education and education using virtual reality is carried out.
 Materials and methods. Methods of system analysis, data analysis, comparison, systems theory were used.
 Results. The importance of virtual reality in education is revealed, which allows expanding the possibilities of remote interaction between people. The possibility of using virtual reality in an educational environment in order to improve the quality of assimilation of educational material, visualization of educational material is shown.
 Conclusion. The article examines the role of virtual reality in modern education. It has been established that the material learned through the VR simulator is much more effective in contrast to classical teaching methods.

Virtual Reality (VR) is rapidly emerging as a transformative force in the field of education, offering immersive, interactive, and multisensory learning environments that enhance student engagement, motivation, and comprehension. From historical precedents to cutting-edge head-mounted displays, VR is reshaping the educational landscape by enabling simulations of complex phenomena, virtual field trips, and hands-on training across disciplines. This paper examines the historical evolution of VR, its current applications in educational contexts, benefits to learners, technological and pedagogical challenges, as well as ethical considerations and user feedback. Through case studies and future trend analyses, it reveals how VR can be strategically integrated into modern curricula to create inclusive, experiential, and student-centered learning ecosystems. While challenges related to cost, accessibility, and content development remain, VR holds substantial promise for revolutionizing educational practice and theory in the digital age. Keywords: Virtual Reality, Education Technology, Immersive Learning, Experiential Learning, Educational Simulation, VR Tools, EdTech, Student Engagement.

Role of Virtual Reality in advancing education with sustainability and identification of Additive Manufacturing as its cost-effective enabler

The integration of artificial intelligence (AI), virtual reality (VR), augmented reality (AR), and other digital technologies in dental education has gained significant attention, revolutionizing teaching methodologies, clinical training, and student assessment. However, despite the growing body of literature, there is no comprehensive bibliometric analysis mapping influential studies, research trends, and emerging topics in this field. This study aims to analyze the structure, hotspots, and evolution of digital technology research in dental education through bibliometric methods. The bibliometric analysis was conducted using data from the Web of Science Core Collection database. Relevant publications were retrieved using predefined keywords related to AI, VR, AR, simulation, and digital learning in dental education. Annual publication, collaboration networks, highly-cited articles, citation analysis, and keyword citation bursts were examined. The study identified research clusters, high-impact articles, and evolving trends over time. The analysis revealed a steady increase in publications. Collaboration networks highlighted key research hubs in North America and Europe. The most prominent keywords include "dental education," "virtual reality," "e-learning," "augmented reality," "artificial intelligence," and "COVID-19." Strong citation bursts were observed for keywords such as educational technology, online learning, and learning environments, indicating a shift towards technology-driven teaching methods. However, gaps in faculty training, accessibility, and AI validation remain challenges in fully integrating these technologies into curricula. Despite challenges, digital technologies continue to reshape dental education, with VR, AR, AI, and online learning playing increasingly important roles. Future research should focus on standardized implementation guidelines and technology refinement to maximize their effectiveness in dental training.

This study aims to understand the public’s perspectives, sentiments, attitudes, and discourses regarding the adoption, integration, and use of augmented reality and virtual reality in education and in general by analyzing social media data. Due to its nature, Twitter was the selected platform. Over 17 million tweets were retrieved from January 2010 to December 2020 and four datasets were created. Two of them referred to the general use of these technologies and two to their educational use. The data was analyzed using text mining, sentiment analysis (e.g., polarity and emotion detection), and topic modeling methods. TextBlob, Word-Emotion Association Lexicon (EmoLex), Valence Aware Dictionary for Sentiment Reasoning (VADER), and Latent Dirichlet Allocation (LDA) were some of the tools used. Based on the results, the majority of the public were positively disposed toward the general and the educational use of both augmented reality and virtual reality and mostly expressed positive emotions (e.g., anticipation, trust, and joy) when referring to them. In total, 11 topics emerged that were related to education, new technologies, digital and social media use, marketing and advertising, the industrial domain, the health domain, gaming, fitness and exercising, devices, the travel and tourism domain, and software development kits. The educational benefits of augmented reality and virtual reality, their ability to enrich both teaching and learning activities, and their role as effective educational means were evident.

This narrative review examines the integration of Augmented Reality (AR) and Virtual Reality (VR) technologies in education, with a focus on their impact, challenges, and implications for future research and policy. The study aims to evaluate how immersive learning environments contribute to improved engagement, conceptual understanding, skill development, and inclusivity across various educational levels. A systematic search of scholarly databases including Scopus, Web of Science, Google Scholar, and ERIC was conducted using a combination of targeted keywords. Inclusion criteria encompassed peer-reviewed studies published between 2015 and 2024 that analyzed AR/VR applications in formal education. The findings indicate that AR and VR significantly enhance motivation, academic performance, and practical competencies in students, especially within STEM, healthcare, and engineering disciplines. Comparative evidence shows notable advantages for learners using immersive tools versus traditional instruction. Furthermore, AR/VR applications support inclusive education by addressing the needs of students with learning difficulties. However, the review identifies persistent systemic barriers, including inadequate infrastructure, limited teacher training, and lack of strategic policy support, which impede broader adoption. This review underscores the urgent need for comprehensive policies, infrastructure investment, and sustained teacher development to harness the full potential of AR and VR in education. It calls for further interdisciplinary research to explore long-term outcomes, user experiences, and equitable access, thereby guiding effective integration of immersive technologies into future-ready educational systems.

The recent interest in the use of Immersive Virtual Reality (IVR) in education seems to correspond with the increased affordability, accessibility and functionality of IVR hardware and software. IVR has the potential to enhance immersion, improve spatial capabilities, promote empathy, increase motivation and possibly improve learning outcomes. However, the extent to which teachers capitalise on these potentials in the future depends their perceptions of IVR and their behavioural intentions to use it. Accordingly, this study aimed to identify relevant factors and influences relating to preservice teachers’ behavioural intention to use IVR, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. Confirmatory factor analysis revealed that UTAUT2 provided a suitable model to describe preservice teachers’ perceptions of IVR on all dimensions (performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, habit and behavioural intention), with hedonic motivation receiving the highest scores and habit scoring the lowest. Interview responses revealed the reasons for the substantial variation in preservice teacher perceptions, which depended on a range of external‐ (“first‐order”), internal‐ (“second‐order”) and design (“third‐order”)‐related issues. Implications for schools, educational leaders and teacher education are discussed. Practitioner NotesWhat is already known about this topic Immersive virtual reality (IVR) can offer numerous benefits for educators, though there are several issues that teachers need to overcome to use IVR effectively. A range of external, internal or design related factors can impact on teacher propensity to use technology in the classroom. The Unified Theory of Acceptance and Use of Technology model (UTAUT2) has been applied to analysing behavioural intentions to use various technologies in education, but not Immersive Virtual Reality. What this paper adds Preservice teachers rated hedonic motivation (enjoyment) highest and habit lowest, which was different to other technology acceptance studies. A range of external barriers (access, logistics and support), internal barriers (attitudes, experience) and design issues (technical skills, ideas for pedagogically meaningful tasks) constrained intentions to use IVR. Validation of the UTAUT2 model applied to a novel technology (IVR) and cohort (preservice teachers), with the rare inclusion of qualitative findings to add explanatory power. Implications for practice and/or policy There is opportunity for teacher education programmes and school systems to leverage the enjoyment factor as a means of realising other benefits of IVR (visualisation, empathy and retention). Teachers need to be provided with access to devices, professional learning, technical guidance, time and a supportive school and policy environment to become confident and capable users of IVR. In order for teachers (and students) to become effective designers with IVR they not only require technical assistance but also support to understand how IVR can be used in pedagogically meaningful ways.