Virtual reality simulation to foster authentic learning in pre-service teacher education: A systematic literature review

Abstract

Pre-service teacher education faces an ongoing challenge in bridging theory and practice. This systematic review synthesizes findings from 52 empirical studies (2016–2025) to address a critical gap: how the pedagogical design of virtual reality (VR) simulations aligns with authentic learning principles. Using Herrington and Oliver's authentic learning framework, we analyze the characteristics of these simulations and the extent to which they embody authenticity. Findings reveal a landscape of short, infrequent interventions that prioritize affective outcomes like self-efficacy over skill-based competencies. While VR simulations show promise, key authentic learning elements—such as in-situ collaboration, adaptive scaffolding, and authentic assessment—are consistently underdeveloped or externalized from the immersive environment. This review highlights a significant pedagogical-technological misalignment and proposes a research agenda focused on integrating robust assessment, longitudinal tracking of skill transfer, and the inclusion of psychomotor learning domains.