Virtual reality platforms in education: a systematic literature review on features, pedagogical uses, and authoring potential
DOI:
https://doi.org/10.18265/2447-9187a2026id9240Palavras-chave:
tecnologias educacionais, revisão sistemática, realidade virtual, potenciais de autoria, educação imersivaResumo
This article presents a Systematic Literature Review (SLR) on Virtual Reality (VR) platforms in education, covering studies published between 2022 and 2024. The objective was to identify functionalities, pedagogical uses, authoring potential, and the learning theories underpinning these practices. The SLR followed the PICOC model and the PRISMA 2020 protocol to ensure methodological rigor, transparency, and reproducibility. Searches were conducted in the IEEE Xplore and ERIC databases, and fifteen studies were selected after applying inclusion and exclusion criteria. A quality assessment classified twelve studies as high quality, forming the analytical corpus. The analysis revealed a predominance of constructivist and socioconstructivist approaches, often expressed through project-based learning, gamification, and exploratory strategies. Platforms such as Unity 3D, CoSpaces Edu, and VRTY stood out for enabling student and teacher authorship, allowing for the creation, customization, and personalization of immersive experiences. Authorship was identified as a central pedagogical dimension, fostering agency, creativity, and engagement. Despite these potentials, challenges such as limited infrastructure, high implementation costs, steep learning curves, and insufficient teacher training were consistently reported. These barriers highlight the importance of institutional investment, technical support, and professional development to ensure meaningful integration. By synthesizing recent evidence, this review contributes to systematizing knowledge on VR in education, offering insights for pedagogical practice, guidance for technology developers, and directions for future research.
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