State of the art on the use of virtual reality, augmented reality and 360° video in higher education

Abstract

Immersive technologies are increasingly present in higher education institutions. However, we believe it is pertinent to take stock of the impact of these technologies on the transfer of knowledge to students, as well as the risks and limitations inherent in their use. This literature review based on the EPPI (Evidence for Policy and Practice Information and Co-ordinating) method aims to establish the current state of knowledge on modern immersive technologies in higher education. We focused on virtual reality, augmented reality and 360° video. We narrowed the scope of the search by selecting studies that used stand-alone Head-Mounted Display (HMD) headsets or augmented reality glasses. The total number of articles selected for review was limited to forty (40). The results allowed us to identify the attributes and mechanisms related to virtual applications, and to describe their advantages and limitations for learning. Educational applications based on immersive technologies should be created with the interests and capabilities of the learners in mind. Both the scenario and the design of the artifact must be adapted to the critical competencies to be transferred to the learners.