Shaping the Future of Learning: A Deep Dive into Immersive Technologies in Education

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

The integration of immersive technology into educational settings has garnered substantial interest as a potential means to improve teaching and learning (TnL)experiences. The dynamic landscape of education demands innovative approaches to engage, motivate, and empower both educators and learners. Immersive technology, including Virtual Reality (VR), Augmented Reality (AR), as well as Mixed Reality (MR), provides uncommon probabilities to transcend traditional classroom boundaries and provide interactive and immersive learning experiences. However, to harness the full potential of immersive technology, a clear understanding of the conceptual frameworks guiding its implementation is essential. This study utilizes the PRISMA approach. Furthermore, the systematic search of academic databases using the Web of Science (WoS) as well as the Scopus database resulted in an extensive selection of studies, reviews and articles related to immersive learning. Following the implementation of an advanced search approach utilizing keywords (1. Immersive learning, 2. AR, as well as 3. Technology Impact on TnL), the systematic review process yielded a diverse array of articles. These articles were identified and included in the review due to their exploration of the conceptual frameworks that underlie the integration of immersive technology in the field of education. Additionally, the review reveals common themes and emerging trends within the field, shedding light on the diverse approaches to leveraging immersive technology for TnL. The final finding data is (n: 29), which reviews identified key themes. Expect validation to be divided into three themes, which are (1) Immersive learning, (2) AR, and (3) Technology Impact on TnL. Meanwhile, the findings emphasize the importance of well-defined theoretical foundations and best practices when implementing immersive technology for educational purposes. The review underscores the importance of ongoing research as well as innovation in the domain of immersive technology to fully exploit its potential for enhancing TnL experiences. In essence, this systematic review adds to the continued conversation about the efficient utilization of immersive technology in education and paves the way for further exploration and advancement in this field.

The perceptual behavior of consumers on a product displayed in the market has a vital role in analyzing the importance given to that product. Therefore, various strategies have been developed to understand this consumer behavior in the selection of products. Immersive technologies like virtual, augmented, and mixed reality are among them. With the foremost feature of immersion in the virtual world and interaction of users with virtual objects, virtual reality, and augmented reality have unlocked their potential in research and a user-friendly tool for analyzing consumer behavior. In addition to these technologies, mixed reality also has a significant role in investigating consumer behavior. Studies on immersive technologies in food applications are vast, hence this review focuses on the applications of virtual, augmented, and mixed reality in the food selection behavior of consumers. The behavioral studies are elicited to develop new products based on consumer needs, to understand the shopping behavior in supermarkets for real-time usage, and to know the influence of emotions in a selection of products. The findings suggest that virtual, augmented, and mixed reality induce immersion of the users in food selection behavioral studies. Information on the technological advancements in the tools used for bringing immersion and interaction are discussed for its futuristic applications in food. Though immersive technology gives users a realistic virtual environment experience, its application in food systems is in the budding stage. More research on human response studies would contribute to its innovative and inevitable application in the future.

The aim of this study is to examine the role and use of augmented reality in engineering education by examining the existing literature. A total of 235 studies from Scopus and Web of Science published during 2011–2025 were examined. The study focused on analyzing the main characteristics of the studies, identifying the main topics, and exploring the use of augmented reality in engineering education. The study also highlighted current challenges and limitations and suggested future research directions. Based on the results, 7 main topics arose which were related to (i) Immersive technologies in engineering education, (ii) Gamified learning experiences, (iii) Remote and virtual laboratories, (iv) Visualization and 3D modeling, (v) Student motivation, (vi) Collaborative and interactive learning environments, and (vii) User-centered design and user experience. Augmented reality emerged as an effective educational tool that can positively impact engineering education and support both students and teachers. Specifically, physical, remote, and virtual laboratories that can improve students’ learning performance, motivation, creativity, engagement, and satisfaction can be created through augmented reality. Using augmented reality, students can develop their practical skills and knowledge within low-risk and secure learning environments. Additionally, via the realistic and interactive visualization, students’ knowledge acquisition and understanding can be enhanced. Finally, its ability to effectively support collaborative learning and experiential learning arose.

This work examines how immersive technologies, virtual reality (VR) and augmented reality (AR) in particular, can be used to improve educational outcomes by merging artificial intelligence (AI) in educational platform manageability. Immersive educational technology and AI working together to create a unique learning environment offers a rare chance to improve students' motivation, recall, and understanding of difficult material. In-depth investigation of the state of knowledge on VR and AR's efficacy in learning environments is conducted in this research, with a focus on how these technologies are used in various pedagogical contexts. In this work, the authors provide a clinical simulation laboratory that is affordable for use by nursing students, practicing healthcare professionals, and midwives. The laboratory is designed to guarantee continuous learning and professional effectiveness by utilizing the technological pedagogical content knowledge (TPCK) model, which is centrally discussed and implemented in nursing education.

A scoping review identified a significant growth in research with immersive technology in healthcare education. However, there are few validated measures that capture the user experience of participants [1]. This study aims to investigate the use of an immersive virtual reality (VR) simulation on sepsis management and measure user experience using a validated tool, the Immersive Technology Evaluation Measure (ITEM) [2]. ITEM was formulated on a learning theory called Model for Immersive Technology in Healthcare Education (MITHE), which borrows cognitive and behavioural theories to help explain our level of immersion and enjoyment that can be facilitated by technology (see Model of immersive technology in healthcare education (MITHE) This single-study quasi-experimental investigation was conducted at a single site. Nine participants were recruited, consisting of medical students and healthcare professionals. Participants were trained on varied immersive devices: sepsis management using an immersive VR simulation developed by Gogglemind, and augmented reality (AR) holographic patient with respiratory distress, which included realistic patient scenarios and interactive decision-making. User experience was measured using the ITEM, which assesses user; immersion, cognitive load, intrinsic motivation, debrief and technology usability. Nine participants had high levels of immersion (mean 39.6, total 50), high levels of intrinsic motivation (mean 39.6, total 50), high technology score (mean 79.4, total 100), optimum cognitive load (average 59.5, optimum 39–61) and moderate score on debrief (mean 18.1, total 25). ITEM subscores indicated an enjoyable and immersive experience with good technology interface on usability scores. Self-directed debrief in VR had lower scores with emotional considerations and identifying domains of performance and learning. The use of the ITEM provided valuable insights into the user experience of the VR simulation, which can be used to improve the design and implementation of future simulations. This contributes to an ongoing ITEM validation process. This study highlights the importance of training in healthcare and the potential benefits of using immersive technologies such as VR and AR simulations. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Purpose: This study investigates the transformative role of augmented reality (AR) and virtual reality (VR) technologies in e-commerce and digital marketing. It aims to understand how these immersive technologies enhance consumer experiences by addressing challenges such as product visualization, consumer trust, and engagement while fostering higher purchase intent and customer satisfaction. Design/Method/Approach: A systematic literature review synthesizes findings from empirical and theoretical studies published between 2011 and 2024. The methodologies analyzed include experimental designs, market analyses, and conceptual frameworks assessing the integration of AR and VR technologies in online retail. Findings: The findings indicate that AR enhances online shopping through features such as virtual try-ons and spatial placement visualization, reducing return rates and increasing purchase confidence. VR, on the other hand, provides immersive environments that simulate physical shopping experiences, strengthening consumer-brand connections. While AR demonstrates broader applicability in fostering interactive and personalized experiences, VR remains limited by accessibility and cost constraints. Both technologies exhibit immediate costs but offer long-term benefits, positively influencing conversion rates and customer loyalty. Theoretical Implications: This study contributes to consumer behavior research by applying value perception models, immersive technology frameworks, and engagement metrics to the e-commerce landscape. It refines existing theoretical perspectives on technological adoption by highlighting the interplay between sensory engagement, emotional connection, and consumer decision-making. Practical Implications: The research underscores the strategic importance of integrating AR and VR into digital marketing and e-commerce platforms. It suggests leveraging AR for product categories requiring spatial interaction and using VR for high-detail product exploration. The study provides actionable insights for businesses looking to enhance online shopping experiences through immersive technologies. Originality/Value: This study offers a comprehensive synthesis of AR and VR applications in e-commerce, highlighting their potential to reshape online shopping. By bridging the gap between physical and digital retail experiences, it provides a fresh perspective on how immersive technologies can drive engagement, accessibility, and personalized consumer interactions. Research Limitations/Future Research: While this study synthesizes existing literature, empirical validation through longitudinal studies and cross-industry applications is necessary. Future research should explore the long-term effects of AR and VR adoption on consumer trust, loyalty, and behavioral changes. Additionally, further exploration is encouraged into gamification, artificial intelligence (AI) integration, and demographic-specific implementations to drive sustainable engagement.

Immersive technologies are a set of modern technologies that create the effect of immersion in an artificially created environment, giving the user a sense of presence or interactive interaction with the digital space. These include: virtual reality (VR), augmented reality (AR), immersive video (360-degree video). The use of immersive technologies is growing rapidly, particularly in areas such as education, medicine, architecture, entertainment. They allow to dive deeper into a topic or environment, which can be useful in education and professional training. Studying the history of the development of technologies, in particular immersive technologies, is important in education for several reasons: understanding the evolution of technologies and their potential, in-depth awareness of the interests of students, identifying advantages and limitations, an inspiring example for innovation, forecasting future trends. Studying the history of immersive technologies creates a basis for their effective use in education, provides insight into opportunities that can improve the quality of education, and motivates further research in this area. The article analyzes and characterizes the main historical stages of the development of immersive technologies in education, in particular: the first concepts and creation of VR technologies (1950–1970); innovations of the 1980s - 1990s: the first educational applications of VR and AR; introduction of 3D simulations and 360-degree video (2000-2010); the rapid development of AR and the availability of VR for the mass market (2010-2015); development of immersive technologies in education (2015–2020); immersive technologies during the COVID-19 pandemic (2020-2021); the current state of immersive technologies in education. From its first use in research projects in the 1950s to today’s interactive platforms, VR, AR and 360-degree video have been found to be changing the way we approach learning, empowering students to explore and learn in new dynamic formats.

Immersive technologies such as augmented reality (AR) and virtual reality (VR) are increasingly used in science, technology, engineering, and mathematics (STEM) education, yet their effects on student engagement, cognitive load, and transfer of learning remain fragmented. This systematic review synthesized empirical research on AR and VR in STEM learning environments to examine how these technologies influence behavioral, emotional, and cognitive engagement; intrinsic, extraneous, and germane cognitive load; and near- and far-transfer outcomes. Following PRISMA 2020 guidelines, we searched major education and psychology databases for studies involving AR/VR STEM interventions with quantified engagement, cognitive load, or transfer measures. Twenty studies met the inclusion criteria. Across the sample, immersive technologies consistently enhanced student engagement, particularly by increasing interest, enjoyment, and time-on-task, although effects on deeper cognitive engagement were more variable. Augmented reality frequently reduced extraneous cognitive load by integrating digital information directly into physical learning tasks, whereas fully immersive virtual reality sometimes increased overall mental effort when environments were perceptually rich or navigation demands were high. Transfer of learning outcomes was generally positive but modest: most studies reported gains in near transfer, defined here as applying what was learned to tasks or problems that closely resemble the original learning context, while evidence for far transfer, defined as applying learning to novel, more complex, or substantially different situations, was limited and inconsistently assessed. Taken together, the findings indicate that immersive technologies most reliably improve student engagement and near-transfer learning in STEM when instructional design deliberately manages cognitive load, rather than relying on immersion alone to produce learning gains. These results underscore the importance of aligning immersive features with targeted learning goals and providing structured guidance and reflection to support meaningful transfer of learning.

Computational thinking (CT) skills are increasingly important in education to prepare students for the challenges of the digital age. Augmented Reality (AR) and Virtual Reality (VR) have been introduced as immersive technologies that have the potential to enhance CT skills through more interactive learning experiences. However, there is still a gap in understanding the effectiveness of these technologies in supporting the development of CT, particularly in different levels of education and disciplines. Although several studies have highlighted the benefits of AR and VR in education, no systematic review integrates these findings to identify advantages, challenges, and opportunities for further implementation. Therefore, this study conducted a systematic review based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines by analyzing 25 empirical studies (AR=17, VR=8) obtained from the Scopus database (2008-2024). The analysis addresses four key research questions: (1) the current state of AR/VR in CT development, (2) their advantages, (3) implementation challenges, and (4) future research directions. The results show that AR is more widespread than VR at various levels of education, with dominance in higher education followed by secondary and primary schools. Computer science is the main field of application of AR and VR, while AR is also widely applied in mathematics to increase interest and problem-solving. A total of 11 studies reported significant impacts of these technologies on CT, with AR being superior in increasing student motivation and engagement, as well as aiding in problem-solving and debugging. In contrast, VR provides a more immersive learning experience by strengthening concept understanding, especially in programming and recursion. However, several obstacles in the application of AR and VR, such as hardware limitations, costs, and user skills, affect the effectiveness of these technologies in the learning environment. This study also identified potential future research, including the exploration of VR in primary and kindergarten education, the application of VR in non-computer science fields, and the efficient use of these technologies in supporting the CT process. This study provides more precise insights into the optimal ways of utilizing AR and VR in developing CT skills. It is a reference for educators, policymakers, and researchers in supporting CT learning.

Immersive technologies offer an alternative means of presenting and communicating data derived from BIM modeling. Augmented, virtual, and mixed reality technologies allow architects to visualize and interact with digital data, providing a simulation of their physical presence in an architectural structure, and thus a more realistic and interactive approach to various stages of project activities. In fact, immersive technologies can be used throughout the entire life cycle of an architectural project: planning, design, construction, and operation. The aim of research is to identify and systematize data on computer tools using immersive technologies and the prospects for its development in architectural activities. The scientific paper describes three groups of software products based on immersive technologies with BIM modeling support. Each of the groups is based on a particular immersive technology: augmented reality (AR), virtual reality (VR), or mixed reality (MR). The main difference between these technologies is the level of immersion in the virtual environment: AR overlays computer-generated content on the real world; VR content is 100% digital; MR is a digital overlay that allows virtual 3D elements to interact with the real environment. Each group contains different software products: the first group is mostly characterized by mobile applications, since the physical world is supplemented with digital content through the screens of smartphones, tablets, and other compact equipment; the second group includes various plug-ins that integrate into professional tools and improve them in terms of visualization in a virtual environment and the possibility of its research; The third group with mixed reality support is smaller in number of programs, but it is the most promising for the future development of the architectural profession, as it provides an integrated approach to architectural activity by expanding the professional tools.

This study provides an in-depth analysis of the impact, effectiveness, and future prospects of Augmented Reality (AR) and Virtual Reality (VR) in educational settings. The primary objective was to explore how these immersive technologies are reshaping learning and teaching landscapes. Employing a systematic literature review and content analysis methodology, the research analyzed recent scholarly articles and reports from 2014 to 2024, focusing on AR/VR applications in education. The findings reveal that AR and VR significantly enhance learning experiences by offering immersive, interactive, and engaging environments. These technologies have been shown to improve student engagement, knowledge retention, and skill development. AR enriches traditional educational materials by overlaying digital information onto the real world, while VR facilitates experiential learning in virtual environments. However, challenges such as high costs, technical infrastructure requirements, and content development complexities were identified as barriers to widespread adoption. The study predicts a future where AR and VR technologies will continue to evolve, focusing on enhancing user experience, improving accessibility, and integrating seamlessly into educational curricula. Recommendations for stakeholders, including educators, administrators, and policymakers, emphasize the need for investment in infrastructure, educator training, content development, and collaboration with technology companies. Lastly, AR and VR technologies hold great promise for transforming educational practices. Addressing current challenges and leveraging opportunities will be key to realizing their full potential in enhancing teaching and learning experiences. Continued research and innovation in this field are essential for the effective integration of AR and VR in education. Keywords: Augmented Reality (AR), Virtual Reality (VR), Educational Technology, Immersive Learning.

Technologies that immerse users in virtual and augmented realities are becoming more common in physical activity and sport settings. Immersive technologies may be an effective tool for developing fitness-related outcomes in children and youth. Purpose: To compile peer-reviewed empirical articles and report on the effectiveness of immersive technologies in developing fitness-related outcomes in children and youth. Methods: Education resources information centre (ERIC), SPORTDiscus, and Child Development & Adolescent Studies databases were searched using keywords for immersive technologies (i.e., augmented reality, virtual reality) and the outcomes of interest (i.e., skill- and health-related components of fitness, physical activity, exercise). Pertinent information from the relevant articles (e.g., study design, findings) was charted and emerging themes were summarized. Results: The database search yielded 19 relevant articles. 15 reported positive effects of immersive technologies on fitness-related outcomes and four articles reported no effect. Charting of these articles revealed considerable variability in the technologies considered to be immersive. Many of the articles used low- or non-immersive technologies such as Xbox Kinect and Nintendo Wii as interventions. Charting also revealed frequent use of immersive technologies in developing skill-related components of fitness in children and youth with motor and cognitive impairments. Articles that studied non-impaired children and youth most often evaluated the effectiveness of immersive technologies in improving daily physical activity behaviours. Charting further revealed a paucity of, and considerable need for research on whether immersive technologies are effective in developing skill-related components of fitness in non-impaired children. Conclusions: Immersive technologies can be effective in developing fitness-related outcomes in children and youth; however, more research is required to evaluate the effectiveness of high and full immersion technologies in developing skill-related components of fitness in non-impaired children and youth.

The rapid development of virtual and augmented reality technologies is currently taking place in almost all spheres of activity. Elements of virtual and augmented reality are used in such areas as education, medicine, transport, gaming, tourism and others. The active spread of these technologies causes the emergence of special competencies in the IT labor market and, as a result, the formation of new professions.Many Russian universities are training students in IT training areas. Specialization in the development of computer games and virtual reality applications has begun recently. The provision of practical classes is accompanied by specific tasks, which gives students the opportunity to improve the use of software and technical devices.The relevance of the research is determined by the current demand for the use of the latest technologies by IT developers in the field of creating computer games. Today, technologies that provide a player’s immersion in virtual reality are becoming more and more popular. One of these technologies is a suit with wearable sensors that track a person’s position in space in real time. However, there are quite a few real described projects in the literature and on the Internet. This study examines the process of developing a task for creating a game application using virtual reality technology: a suit with wearable sensors for teaching students.Materials and methods of research. Timely identification of the needs of the IT market in personnel training allows educational organizations to form new training programs of different levels of training. This approach makes it possible to target the educational and methodological materials being developed to use the latest achievements in the development of the field under study.Using a systematic approach, the study characterizes virtual reality suits and sensors for monitoring the position in the user’s space. Thus, the goal of the task was to ensure the immersiveness and convenience of interaction between the player and the game environment.Based on materials on software, position sensors in space, the approach of pedagogical design was applied and the procedure was formed for a practical task, reflecting the relevant competencies.Results. The study was conducted on the basis in the framework of laboratory and practical work of students, as well as at a real enterprise. Training in the new profile of the direction of training “Applied informatics” is fully equipped with all the latest technologies in this field. As a result of the work, the content of the practical task was developed.Real development of virtual and augmented reality applications is conducted jointly with students. Almost all projects used a suit with body sensors.Conclusion. Our study examines in detail the process of developing an application using a suit with wearable sensors for further training of students. Based on the results, work can be carried out on real projects for any field. Based on the research materials, it is planned to issue a textbook for students with the profile of developing computer games and virtual / augmented reality applications.

In recent years the integration of artificial intelligence (AI) and immersive technologies, virtual reality (VR) and augmented reality (AR), into architectural and urban design has accelerated. AI, understood as systems performing cognitive tasks, now spans generative conceptualization through performance analytics and optimization. Immersive tools enable richer visualization, at-scale spatial experience, and collaborative refinement, reshaping practice and pedagogy. Despite many publications, holistic syntheses linking methodological integration, ethics, and global practice remain scarce: reviews often isolate technical capabilities or single cases, overlooking interdisciplinary approaches and governance needed for ethical, sustainable outcomes. This study identifies contemporary approaches to applying AI and immersive technologies in shaping the architectural environment. This synthesis identifies several strands: generative methods that produce form and layout options under stated goals and constraints with guided human selection; evaluative and predictive models using machine and deep learning for rapid classification and performance forecasting with immediate feedback; optimization that combines multi-criteria search with simulations of structural behavior, energy performance, and comfort; and hybrid parametric and AI workflows enabling mass individualization. The toolset is shifting toward embedded AI assistants in CAD/BIM that handle repetitive analysis, while VR/AR expand massing, spatial testing, client communication, and remote collaboration. Convergence between AI and spatial interfaces lets parametric and generative methods run directly inside VR/MR with instant feedback. These developments motivate a rethinking of design workflows and robust evaluation methods, strengthening human-centered, data-driven practice and opening new roles within design firms.