Virtual reality in P-12 education for improving presence, immersion, and 4C skills: A systematic review of empirical research

Abstract

Virtual reality (VR) is increasingly used in education to enhance student engagement, immersive learning, and skill development. However, few systematic reviews have synthesized empirical evidence on VR’s role in supporting presence, immersion, and 21st-century skills in P-12 settings. This study aims to address this gap through a systematic review and content analysis of 34 studies published in the past decade. The review explores trends in VR research, pedagogical approaches, device usage, and targeted learning outcomes. Results indicate a growing interest in VR for science, language, and art education, with common applications including immersive environments and interactive role-play. Experiential and game-based learning emerged as dominant pedagogies, though many studies lacked explicit instructional design. In terms of devices, fully immersive systems (e.g., HTC VIVE, Oculus) were most common, alongside mobile and desktop VR. Findings highlight the educational value of VR and its potential to enhance presence, immersion, and 21st-century skills—particularly creativity, problem-solving, and engagement—across different P-12 levels.