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A Systematic Literature Review of Using Virtual Reality in

Laboratory Education
Muntasser A. Wahsh1, a), Zainab M. Hussain 2, b)
1
Department of Computer Science, Information Institute for Postgraduate Studies (IIPS),
Iraqi Commission for Computers and Informatics (ICCI), Baghdad, Iraq

2
Department of Computer engineering, Al-Mansour University College, Baghdad, Iraq.
a)
Corresponding author: phd202010549@[Link]
b)
[Link]@[Link]

Abstract. Researchers have investigated the advantages and applications of Virtual Reality (VR). Lately, VR applications
for education and training have become more interesting to researchers. However, few systematic literature reviews focused
on giving a comprehensive overview of the different areas that have adopted virtual reality as a learning tool as well as
investigating types of equipment and what outcomes were obtained by researchers. Therefore, a review was conducted to
fill this gap and identify majors that adopted VR as a learning tool and find out where it can work more. Such that 43
reviewed articles were obtained from four scientific digital libraries, filtered by using inclusion and exclusion criteria. The
review aims to understand three pinpoints which are: current domains of education that adopted VR as a learning tool,
technologies of VR used in education and learning, and key results obtained by researchers. Results showed that medical
training and surgical anatomy was the most discipline that has adopted VR while specialties like mechanical engineering,
electrical engineering, and forensics are the minimum adopting field among other specialties. This means there is a glut in
some fields while there is a shortage in other fields, this gap needs to be addressed. Also, Head Mounted Display (HMDs)
from different brands and manufacturers were the most preferred tool by students followed by desktop-based VR
applications and CAVE was in third place.

INTRODUCTION
Digital devices became an integral part of education and they are increasingly adopted by education organizations
[1] -generated simulation of a three-dimensional
image or environment that can be interacted with in a seemingly real or physical way by a person using special

of the newest technologies adopted recently for education and training purposes.
According to Zable et al., [2], the world will spend around 62.1 billion USD in the Virtual Reality market, up
from 10.32 billion in 2019. Despite VR being a relatively old term, the recent evolutions in immersive virtual reality,
in terms of high-quality realism and the ability to interact with the contents of the virtual environments made VR a
rich material for scientific research. The latest VR gadget is Head Mounted Display (HMD) providing a high level of
immersion to the user. Immersion represents the involvement of the user in a virtual environment by using an HMD
with full disconnection from the real world. Likewise, immersion can be defined as the experience of existing in a
[3]. Several
types and brands of HMDs such as Oculus Rift or HTC Vive allow users to experience immersion in a virtual
environment. A new generation of HMDs has been released recently characterized by being a cordless device which
means it is not necessary to be connected to the computer which gives the user the ability to move more freely such

come with a pair of controllers that provides the ability of the interaction with VR applications. The HMD market is

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estimated to attract investments up to 25 billion USD and it can reach 39.52% between 2019 and 2025 as a Compound
Annual Growth Rate [4]. Another type of VR that provides a virtual environment but with a lower level of immersion
is called non-immersive virtual reality as the virtual environment is showed on a screen, the user can interact with it
by using a keyboard or mouse without requiring additional equipment such as video games and 360° photos displayed
on PCs or smartphones. In this paper, a systematic review of the related studies and specify the immersive VR aspect
to answer the proposed questions stated in the methodology section. The paper is organized as follows: section 2,
illustrates a brief historical background that shows the stages of VR evolution, its uses, and types. Also, the learning
patterns and how VR can be employed to enrich the process of education to come up with a better outcome are
illustrated. The methodology followed to conduct this study is discussed in section 3. Firstly, research methods and
research questions are proposed, starting from defining the scope, choosing keywords that are more related to our
study, selecting the libraries that include high-rank publications, applying inclusion and exclusion criteria, and finally
aggregating the publications that are more related to our literature review. In section 4, an analysis is conducted on
the selected articles to present the previous study about the utilization of VR as a tool for education and training, such
that, three aspects were investigated: first, the specialties that used VR applications in the education process. Second,
the obtained results of previous studies are stated in the related studies section. Third, the types of technologies and
level of immersive used by these specialties are discussed. Next, in section 5 an analysis is conducted on the obtained
results of reviewed studies to answer the research questions of this study. Research approaches, recommendations,
and limitations of the current study are discussed in section 6. Finally, key findings were summarized in section 7.

HISTORICAL BACKGROUND
The first emergence of VR was science fiction, Stanley G. Weinbaum composed a short story in 1935 named
"Pygmalion's Spectacles", this story takes place about eyeglasses that have some fictional abilities besides vision such
as smelling and touching [5]. After that, Morton Heilig developed the first real type of VR in 1950, he invented a
device called (Sensorama), a 3D display device with some effects like wind, scent productor, and vibratory sensation
[6]. The device was a cabinet to display short films edited by Heilig himself plus speakers, 3D displaying, fans, a
vibrating seat, and a smell generator that provide almost full immersion in the short film. 1960 witnessed the first kind
of HMD invented by the same inventor this mask had a limited capability which was able to show 3D objects and
wide sight with stereo sound but the system was not enabled to intera
Nasa has a leading role in VR technology, as they developed HMDs to train astronauts [7]. In 2014, Sony launched
PlayStation VR and VR headsets for PlayStation 4 video game consoles, while Google released Cardboard. In 2015,
HTC and Vive Corporation released head-mounted display headsets with a pair of controllers which provide a full
immersion experience for games and different VR applications. The next section presents an IVR description to show
the latest evolution that has been reached in VR technology.

Immersive virtual reality

VR can be defined as any hardware and software systems that work together to create a digital environment that
users can presence in and detach from the real environment [8]. According to [9,10], the main characteristics of VR
technology are presence, immersion, and interactivity. Presence is defined as the personal experience of being in one
environment, even when this person physically exists in another environment [11]. While researchers widely adopted
the definitions of interactivity and presence, there is a diversity in the immersion concept. A team of authors indicated
that immersion have to be seen as a technological part that can be evaluated with objectivity [12], others stated that
immersion is a psychological phenomenon. According to [13], immersion has positive effects on learning results
where the reviewed articles in their study showed that users who learn by using full immersion showed higher
engagement and enjoyed spending their time on the learning materials.

Learning Patterns
A comprehension of the current learning patterns is vital for analyzing the present situation of VR. Kumar et al.,
[14] suggested that there are four types of learning patterns, they stated that students have diverse preferences in
learning style, the study investigated these four learning styles which are Visual, Aural, Read and Write, and
Kinesthetic (VARK). So, it is important to investigate the most suitable learning style for the students before

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embarking on developing a VR application to focus on one or more attributes. Below, these four learning styles are
briefly described;
Visual: Visual learners tend to be provided with figures and illustrations to maintain pace and recall
information just by remembering these figures.
Aural: Aural learners tend to be listening learners they like to hear instructions and can get a high level
of comprehension just by listening to an aural discussion.
Read/Write: Those learners are note takers, they tend to write on notes to help them to remember difficult
materials so they do well with hands-on tests.
Kinesthetic: Those students or learners learn best by performing. They prefer hands-based tasks. They
tend to be high enthusiastic and like to move, touch, and interact with their environment [15].

METHODOLOGY

This paper reports a survey of the literature to investigate VR utilization in laboratories of education organizations
and training centers as a tool for learning and training. The survey targeted studies that focused on using VR
technology in the higher education sector and excluded other studies that discussed Augmented reality or Mix reality,
studies that suggested VR as therapy tools for some kind of diseases for example Phantom Limb Pain and Solving the
problem of public speaking difficulties, and papers that suggested VR as a tool for some sectors like museums and
libraries. The following sections will discuss the systematic literature review approach, research questions, inclusion
and exclusion criteria, and keywords used in the search.

Research method and research question

The approach of systematic literature reviews, as suggested by [16,17] has been vastly used as an approach to gain
a clear vision of a particular research area. To attain the aims of this study, three research questions were proposed
that focus on investigating using VR systems for higher education and adults training as shown below:
RQ1: What are the most prominent specializations that use virtual reality technology?
RQ2: Is teaching by using VR more efficient than traditional methods?
RQ3: What virtual reality technologies were used?
The purpose of the proposed research questions in this systematic literature review is to obtain a full
comprehension of
technology as a learning tool and areas still suffering from a lack of studies to help researchers and developers to
enrich the literature. Moreover, by following this approach, new challenges can be identified since VR is still an
emerging area as well as it highlights some aspects that need more investigation such as learning paradigms and
learning styles that help in providing integrated systems and avoiding failure in adopting them because of the lack of

Review procedure and search method

The review process of this study followed several decisions that helped to come up with a list of studies for
reviewing them deeply. The review started with defining the scope of VR in higher education or adult training. After

applications for education and training. b) included studies must address the use of VR only, not AR or MR. c) selected
studies must be published in high-rank journals or databases to ensure scientific sobriety. d) publications must be
published during the past 5 years. e) the study must be written in English.

Review process
After defining the scope and setting research questions, nominating the studies was a big challenge because the
in this field is
abundant. Four libraries were selected to apply the search approach on them (IEEE Xplore, Google Scholar, Science
Direct, and ACM digital library) due to their high ranking among other libraries. The searching string was as shown
below:

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important to minimize irrelevant publications. The primary outcome was 3129 publications, after excluding irrelevant

in getting 523 studies. Reading title and abstract eliminated 436 publications which led to 87 publications, deep reading
of aggregated studies resulted in the final number of studies that are relevant to this research being 43. From scope
definition to the ultimate selection of the studies, the entire review process is illustrated in fig (1).

Definition of Apply searching

review scope,
keywords, and Review scope keywords on 4
research questions digital libraries

3129 excluding
547aggregated
aggregated irrelevant
papers
papers studies

Removing
523 aggregated Reading title
duplicated
papers and abstract
studies

87 aggregated 43 aggregated
Deep reading
papers papers

FIGURE 1. Steps of the review process

RELATED WORK
Reviewing based on the aims of this study are: coming out with statistics of majors that utilized VR as a learning
tool, the outcomes of previous studies which compared utilizing VR in education to the conventional methods, and
technological equipment of VR will be discussed to get a full comprehensive about the common trend of technology
nowadays.

Scientific Disciplines
After the satisfying studies were selected, the studies were classified based on specialties that VR was employed
to serve the purpose which systems were created for. The retrieved studies were classified into 14 specialties, the
majority of studies were in surgical anatomy and medical training with 15 studies (34.88%) followed by Chemistry
and Manufacturing training with a total of 4 studies (9.3%). Civil engineering and History scored 3 studies (6.97%)
while Computer Science, Remote Education, Physics, Robotics, and Firefighting training were 2 studies for each of
them (4.65%). Finally, Forensics, Mechanic Engineering, Electric Engineering, and Tourism were only one study each
of them (2.33%). This study will discuss the most relevant studies in different specialties in terms of their relationship
to learning in higher education organizations.
A simulation system proposed by [18] for anatomy learning applied to medical students, the researchers provided
a full design to train students of a medical school to have chest anatomy lessons in virtual environments. Likewise, A
practical study conducted by [19] investigated the ability to teach 120 medical students in their second year of the
program, the researchers stated that students who experienced VR showed better performance than their peers who
used traditional means. On the other hand, [20] conducted an empirical study aimed to teach organic chemistry by
implementing a VR lab using immersive virtual reality technology. The lab aimed to transfer knowledge about

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molecules and molecular bonds to the students. Results showed that VR technology was widely accepted by the
students and they benefit from using the virtual reality lab.

Outcome Reporting
Studies conducted by [7,21,22] to inspect VR using in medical education, surgical training, and anatomy practice
were the main fields of the simulations developed by the researchers. The outcome of research mentioned earlier
showed high acceptance by students of using virtual reality in medical sciences. Moreover, results indicated that
students spent less time and were more accurate in performing activities of surgeries and anatomy.
On the contrary, [23] investigated the influence of adopting virtual reality for education. 52 participants
participated in this study lab. was developed by (Labster) organization, a company developing virtual reality
laboratories using immersive VR technology. The results of the study revealed that using VR labs showed more
presence but less learning. The researcher argued that educational organizations must not be very excited to adopt VR
technology just because there is a sophisticated technology is available. It is worth mentioning that some reviewed
studies were ongoing research and no results were published yet. Below a pie chart shows the numbers of studies
based on the nature of their outcome.

VR equipment
HMDs were used by [19,24 26] in their studies, this can be attributed to the availability of this technology and the
affordable price of HMD devices which provide high functionality and some characteristics such as interaction with
the system. On the other hand, some of the reviewed articles used non-immersive virtual reality technology, for
example, a mobile application and web page system designed by [27] for Hajj and Umrah training for Muslim pilgrims
to Mecca. In the same way, in their study researchers suggested that 3D virtual labs support learning, as education in
a 3D environment provides higher interaction with components uniquely as students perceive it as a real environment.
The researcher developed a 3D simulation for the electrical lab by using a modeling software which is 3D MAX and
a rendering plugin (V-RAY) that generates high-quality realism scenes, this simulator aims to provide a system that
allows the user to execute electrical experiments far from traditional 2D simulators that use some symbols to represent
devices or equipment used to execute the experiments. Hence, the user will be qualified to interact with the real d after
the type of
technology used [27].

Table 1. summarizes the publications and their fields.

Author Field of Study Year Technology Key Findings
No.
Used
1. [3] 2021 Not mentioned
2. [8] 2018 HMD
Surgical anatomy and Medical training

3. [15] 2014 Not mentioned

4. [19] 2021 HMD
5. [24] 2019 HMD All the results of the studies in the Surgical anatomy
6. [28] 2017 HMD and Medical training majors indicated that utilizing
7. [29] 2021 HMD virtual reality technology for education and training
8. [30] 2020 Not mentioned workers in the health sector has positive outcomes and
9. [31] 2018 HMD promising results as workers and trainees spent less
10. [32] 2022 HMD time with more joy in the education or training
11. [33] 2021 Not mentioned process.
12. [34] 2021 HMD
13. [35] 2019 HMD
14. [36] 2017 HMD
15. [37] 2021 HMD
16. [38] HMD
2021 HMD Results showed that the students show more presence
17. [14] Chemistry
but less learning.

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2020 HMD Most of the students said that the VR environment

18. [23] factual, unforgettable, and can be used and learned
easily.
2021 HMD The results show that virtual reality technology was
19. [26]
high accepted by users as an education tool.
2019 HMD The results indicated that VR can be considered as a
20. [39]
effective to learn chemistry remotely.
2020 HMD Results showed that participants scored high points
and low time in the second trial. Moreover, the
21. [9] outcome indicated that the VR lab training gave the
users a positive experience and a high sense of
Manufacturing presence.
22. [40] Training 2018 Not mentioned The study is still in the first stage and no results so far.
2021 Mobile The results showed that the simulator achieved many
application benefits such as cost reduction, keeping training
23. [41]
and web page facilities up to date, training time reduction,
effectiveness increasing, and ensuring safety.
2018 HMD The results indicated that the current VR stage is a
24. [16]
good method for the university lectures delivery.
History
25. [42] 2018 HMD
26. [43] 2019 HMD The study is still in the first stage and no results so far.
2019 HMD
27. [11] users found that their enterprise can offer safe access
to site
2018 Mobile The first results showed that the application was
Civil
application powerful and a low-cost solution. In addition, the
28. [44] Engineering
and web page employees found that the application is innovative and
useful.
2020 Not mentioned Results indicated that using a 360-degree panorama is
29. [45]
more efficient than using IVR.
2019 HMD Users indicated that the dealing with the lecturer as an
30. [46] avatar is more enjoyable than interacting with him/her
Remote via an online conference..
education 2021 Not mentioned The results show that the average score for dance
31. [47] teaching classes by using VR technology is higher
than the average score by using traditional means.
2020 HMD Results indicate that VR was a more efficient learning
32. [2] tool for tutorial A when compared to the desktop
application.
Physics
2017 HMD Results indicate that such techniques are well suited as
[27]
33. a supporting learning tool to traditional in-class
learning.
2021 HMD The researchers stated that the prototype is still under
34. [21]
2017 CAVE The researchers stated that they are working on
Robotics
building and setting up the hardware and software for
35. [48]
advanced VR laboratory to allow the collaboration and
immersive experience of neurorobotics experiments.
2017 HMD This study is a preliminary design and there will be
36. [18]
Computer state any results.
Science 2019 Not mentioned Researchers stated that they cannot say whether VR
37. [49] enables a better learning experience than traditional
learning.

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2019 Not mentioned

38. [4]
because it is an ongoing study.
Firefighting
2018 HMD The solution was developed for practical training for
training
39. [50] helicopter crew by using VR technology and it attain
promising results.
2015 Mobile The researchers stated that simulations mitigate the
Electrical
40. [13] application fears of lecturers regarding cost, time, or risks that
Engineering
and web page might be caused by the experiment.
2021 Mobile
41. [51] Tourism application comparison with traditional ways of training.
and web page
Mechanic 2018 HMD Results indicated that fifty students gave the
42. [52]
Engineering application a very good rating.
2020 HMD Results show that there is a clear difference between
43. [53] Forensics required time for completion of experiments in VR
laboratory versus real laboratory.

RESULTS ANALYSIS
The reviewed results that were helped to extract answers for the proposed research questions are illustrated in this
section. In addition, the analysis will be conducted on the obtained results to come out with a clear vision of using VR
technology for education and training purposes.

Target Disciplines
The first question: What are the most prominent specializations that use virtual reality technology?
By looking at the classification of the reviewed studies, it can be clearly seen that most of the studies pay particular
attention to the teaching of scientific fields (Surgical anatomy and Medical training, Chemistry, Physics, civil
engineering, computer science, etc.).
Another area in which VR is used is training. Recently, VR became quite popular in adult training due to many
reasons. According to [37], there are some motivations to use VR for training purposes such as physical inaccessibility,
dangerous situations, and ethical problems (such as performing a serious surgery by non-expert doctors). This study
showed that training is using VR in several fields such as (Fire-Fighting, Manufacturing training, Mechanic
Engineering, etc.). So, to answer RQ1, it can be clear that Surgical anatomy and Medical training is the field that
mostly utilized VR for education and training purposes. Fig (2) shows the number of retrieved studies for each field
that are included in this study.

FIGURE 2. Scientific disciplines that utilized VR

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Virtual Reality or Traditional Education

The second question: Is teaching by using VR more efficient than traditional methods?
As shown in fig (3), the review results show that 79% of the studies found that students and users find using virtual
reality for education and training is more efficient than traditional ways, for instance, Martirosov et al., [54] stated
that students think that virtual reality provides a unique, memorable, enjoyable, extensive and attractive way of
education. In the same context, [38] found that using virtual reality will improve training quality and will reduce the
training and simulation cost. On the other hand, 2% found that using virtual reality is not better than traditional means
in education, the researcher stated that it is not suitable for a technology-centered approach adopting and anticipate

mention the outcome of their studies.

FIGURE 3. publications result in terms of VR efficiency

Most preferred VR technology

The third question: What virtual reality technologies were used?

As shown in Fig. 4, the review results show that 67% of the reviewed papers utilized high-end HMDs (head
mounted display), like Oculus Quest or HTC Vive. These sophisticated VR gadgets use different tools, like controllers,
touchpads, and gloves. For example, [35,53,55] and others utilized HMDs in their virtual reality systems. This new
technology is ever-developing since its first release a few years ago in the way being known nowadays. According to
[63], using VR HMD increasingly attracts students to learn scientific materials and helps them to recall what they
have learned. 10% of reviewed publications utilized mobile applications and web pages which provide non-immersive
VR such as [22,27,46], while only 2% used CAVE technology where they used wall projectors to show the materials,
for example, [31] because it provides multi-user interaction to satisfy the requirements of their study. Finally, 21%

FIGURE 4. Types of technologies were used in the reviewed studies

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DISCUSSION
In this section, the results of this study will be discussed by describing research approaches, research
recommendations, and limitations. In the first part, types of reviewed studies will be discussed in terms of dealing
with VR applications as a learning tool while the second part provides some recommendations for future research to
enhance the outcome of related studies. The last part discusses the limitations faced during the preparation of this
study.

Research approaches
term in terms of the concept of disconnection from the
real environment to a virtual one, there was a vast evolution in this technology last decade after developing HMDs
like HTC Vive, hp reverb, and Oculus quest, etc., adopting of VR for education and training increased due to the
affordable prices of these tools [3]. By looking at the reviewed studies it can be clearly seen that these studies can be
classified into three groups. The first group is for comparative studies that compare two sets of students, the first one
using IVR technology while the second one using t
be an alternative to real laboratories even though 3D virtual simulations showed more useability and user involvement
second group of reviewed publications is those
articles in which they described applications of VR for higher education utilizing to address the lack of real laboratories
or the difficulties of providing enough labs capacity due to the sharp increase in numbers of students and the high cost
of these labs. The third group included those articles which focused on a specific part of IVR such as useability or
user interaction regardless of the learning outcome of utilizing VR technology.

Research recommendations
As mentioned earlier, the interest in adopting VR technology for education and training purposes has increased
recently. The problem is the enthusiasm for this cutting-edge technology without paying enough attention to the
contents of these applications. In other words, developers care about 3D modeling and realism more than the scientific
content. Therefore, this study recommends conducting more studies to investigate best practice education by using
VR, design elements, and the design of the content. In addition, since VR became a trend then it is recommended that
include VR as a subject be educated to cover the requirements of the labor market and improve the quality of VR
applications.

LIMITATIONS
As with any study, this study has some limitations that might affect the results of the review such as this review
study targeted using VR applications in high education and adult training and excluded utilizing VR in any other
stages of education which impact the overall view of using VR for education purposes. In addition, our review selected
studies between 2017 to 2022 because using HMDs became common during this period. Moreover, some of the
reviewed studies have not clear results because they were ongoing studies but they were included to help in giving a
clear vision about what specialties tend to adopt VR. Finally, one of the limitations is that this study does not describe
challenges or barriers to using VR technology such as nearsightedness, discomfortable experience, eye pain, and so
on.

CONCLUSION
In this paper, a systematic literature review was performed to investigate immersive VR utilizing in the sector of
higher education and adult training. Immersive VR technologies, majors that adopt VR, and outcomes of related work
were investigated. VR technology is widely adopted for education and training purposes, especially after COVID 19
global lockdown, educational organizations have had to find other means to ensure educational processes are
sustainable. VR technology became more reachable and affordable after releasing some brands of HMD like Oculus
rift, Oculus Quest, HTC Vive, etc. This study shows that most studies examined VR in terms of usability and
performance and very few studies investigated learning theories and learning patterns. In addition, this study revealed

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that utilizing VR technology is more in medical training and surgical anatomy while engineering disciplines suffer
from a lack of applied studies and this is a gap per se that needs more studies in this aspect. Finally, this study sums
up some facts for future improvements, facts as VR technology is a promising instrument in education and training
sector, however, VR maturity is still doubtful.

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Research Association of Masters of Engineering, India 822

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