Immersive Learning Factors Using Virtual Reality In Higher Education: A systematic literature review(SLR)

Huzani Khamis; Azrul Hazri Jantan; Nuur Alifah Roslan; Lili Nurliyana Abdullah

doi:10.21834/e-bpj.v10iSI32.7053

Authors

Huzani Khamis Department of Human Computer Interaction, Universiti Putra Malaysia, Serdang, Malaysia
Azrul Hazri Jantan Department of Human Computer Interaction, Universiti Putra Malaysia, Serdang, Malaysia
Nuur Alifah Roslan School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
Lili Nurliyana Abdullah Department of Human Computer Interaction, Universiti Putra Malaysia, Serdang, Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v10iSI32.7053

Keywords:

Immerse learning, Virtual Reality, Higher education

Abstract

A total of 35 research articles originated from the PRISMA advanced search in Scopus and Web of Science databases between 2020 to 2024 yet only 27 matched our criteria for relevance. The researchers selected studies that met six specific quality assessment conditions. The study organized its findings into three major sections, including immersive learning for discipline-specific education, design and development of immersive learning experiences, and next engagement, inclusivity, and broader applications in immersive learning affecting learning outcomes. Research into findings about maximizing VR-based learning through optimal experience design increased student engagement and improved instructional methodology for successful deployment.

References

Abdullah, M. N. L. Y., Saw Fen, T., Samsudin, M. A., Tze Ying, S., & Chorng Yuan, F. (2024). Factors Influencing Undergraduate Students’ Online Learning Outcomes: A Structural Equation Modeling. Sage Open, 14(2), 1–14. DOI: https://doi.org/10.1177/21582440241261834

Abouzahra, A., Sabraoui, A., & Afdel, K. (2020). Model composition in Model Driven Engineering: A systematic literature review. Information and Software Technology, 125, 1–18. DOI: https://doi.org/10.1016/j.infsof.2020.106316

Abuhassna, H., Busalim, A. H., Mamman, B., Yahaya, N., Zakaria, M. A. Z. M., Al-Maatouk, Q., & Awae, F. (2022). From Student’s Experience: Does E-learning Course Structure Influenced by learner’s Prior Experience, Background Knowledge, Autonomy, and Dialogue. Contemporary Educational Technology, 14(1), 1–23. DOI: https://doi.org/10.30935/cedtech/11386

Ahmad, N. S., Ismail, A., & Husain, Z. (2022). Psychological well-being impacts among university students on online learning during the COVID-19 pandemic. International Journal of Public Health Science, 11(3), 1037–1045. DOI: https://doi.org/10.11591/ijphs.v11i3.21413

AlGerafi, M. A. M., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023). Unlocking the potential: A comprehensive evaluation of augmented reality and virtual reality in education. Electronics, 12(18), 1–29. DOI: https://doi.org/10.3390/electronics12183953

Ali, N. S. M., Fauzi, M. A., Saidin, N., Nor, N. R. M., Ismail, N. F. S., & Aling, N. A. (2024). Adoption of e-learning by pre-university students following the COVID-19 pandemic: An analysis based on the unified theory of acceptance and use of technology (UTAUT). International Review of Education, 70(3), 453–475. DOI: https://doi.org/10.1007/s11159-023-10046-6

Andalib, S. Y., & Monsur, M. (2024). Co-Created Virtual Reality (VR) Modules in Landscape Architecture Education: A Mixed Methods Study Investigating the Pedagogical Effectiveness of VR. Education Sciences, 14(6), 1–33. DOI: https://doi.org/10.3390/educsci14060553

Artyukhov, A., Volk, I., Dluhopolskyi, O., Mieszajkina, E., & Myśliwiecka, A. (2023). Immersive University Model: A Tool to Increase Higher Education Competitiveness. Sustainability, 15(10), 1–16. DOI: https://doi.org/10.3390/su15107771

Awee, A., Mohsin, F. H., & Yong, K. T. (2022). Students’ adaptability on unexpected transition to online learning during COVID-19 pandemic: The role of self regulation learning and self efficacy. Asia Pacific Journal of Educators and Education, 37(1), 19–45. DOI: https://doi.org/10.21315/apjee2022.37.1.2

Aziz, K. A. (2023). Social Media Natives and Online Learning: A Longitudinal Study across the COVID-19 Lockdowns in Malaysia. Journal of Logistics, Informatics and Service Science, 10(1), 141–168.

Barrow, J., Hurst, W., Edman, J., Ariesen, N., & Krampe, C. (2024). Virtual reality for biochemistry education: the cellular factory. Education and Information Technologies, 29(2), 1647–1672. DOI: https://doi.org/10.1007/s10639-023-11826-1

Chan, V. (2024). Investigating students’ perceptions of the use of a multifunctional mobile-based virtual reality application for English/Chinese interpreting learning. International Journal of Mobile Learning and Organisation, 18(3), 304–322. DOI: https://doi.org/10.1504/IJMLO.2024.139657

Chen, Y., Li, M., Huang, C., Han, Z., Hwang, G., & Yang, G. (2022). Promoting deep writing with immersive technologies: An SVVR‐supported Chinese composition writing approach for primary schools. British Journal of Educational Technology, 53(6), 2071–2091. DOI: https://doi.org/10.1111/bjet.13247

Chun, D. M., Karimi, H., & Sañosa, D. J. (2022). Traveling by Headset: Immersive VR for Language Learning. CALICO Journal, 39(2), 129–149. DOI: https://doi.org/10.1558/cj.21306

Cowan, P., & Farrell, R. (2023). Using Virtual Reality to Support Retrieval Practice in Blended Learning: An Interdisciplinary Professional Development Collaboration between Novice and Expert Teachers. Digital, 3(3), 251–272. DOI: https://doi.org/10.3390/digital3030016

Craig, C. D., & Kay, R. (2023). A systematic overview of reviews of the use of immersive virtual reality in higher education. Higher Learning Research Communications, 13(2), 42–60. DOI: https://doi.org/10.18870/hlrc.v13i2.1430

Crosling, G., Lee, A. S. H., Passey, D., & Azizan, S. N. (2023). A Study of the Use of Blended Learning/Online Learning Tools in a Higher Education Institution in an ASEAN Country. Journal of Educators Online, 20(3), 1–17. DOI: https://doi.org/10.9743/JEO.2023.20.3.19

Dengel, A., & Mazdefrau, J. (2018). Immersive learning explored: Subjective and objective factors influencing learning outcomes in immersive educational virtual environments. Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018, 608–615. IEEE. DOI: https://doi.org/10.1109/TALE.2018.8615281

Dengel, A., & Mazdefrau, J. (2019). Presence Is the Key to Understanding Immersive Learning. Communications in Computer and Information Science, 1044, 185–198. Springer. DOI: https://doi.org/10.1007/978-3-030-23089-0_14

Di Natale, A. F., Repetto, C., Costantini, G., Riva, G., Bricolo, E., & Villani, D. (2024). Learning in the Metaverse: Are university students willing to learn in immersive virtual reality? Cyberpsychology, Behavior, and Social Networking, 27(1), 28–36. DOI: https://doi.org/10.1089/cyber.2022.0395

Figueroa Jr, R. B. (2023). Immersive capability and spatial presence in virtual reality photo-based tours: implications for distance education. Asian Association of Open Universities Journal, 18(3), 201–217. DOI: https://doi.org/10.1108/AAOUJ-12-2022-0171

Fokides, E., & Antonopoulos, P. (2024). Development and testing of a model for explaining learning and learning-related factors in immersive virtual reality. Computers and Education: X Reality, 4, 1–18. DOI: https://doi.org/10.1016/j.cexr.2023.100048

Fromm, J., Radianti, J., Wehking, C., Stieglitz, S., Majchrzak, T. A., & vom Brocke, J. (2021). More than experience? - On the unique opportunities of virtual reality to afford a holistic experiential learning cycle. Internet and Higher Education, 50, 1–14. DOI: https://doi.org/10.1016/j.iheduc.2021.100804

Gandsas, A., Dorey, T., & Park, A. (2023). Immersive Live Streaming of Surgery Using 360-Degree Video to Head-Mounted Virtual Reality Devices: A New Paradigm in Surgical Education. Surgical Innovation, 30(4), 486–492. DOI: https://doi.org/10.1177/15533506231165828

Gao, Y., Wong, S. L., Khambari, M. N. M., Noordin, N. bt, & Geng, J. (2022). Sustaining e-learning studies in higher education: An examination of scientific productions in Scopus between 2019 and 2021. Sustainability, 14(21), 1–20. DOI: https://doi.org/10.3390/su142114005

Gill, A., Irwin, D., Mareta, S., Towey, D., Wang, A., & Zhang, Y. (2024). Virtual educational environments: an investigation into interactive immersive learning in higher education. International Journal of Mobile Learning and Organisation, 18(3), 381–408. DOI: https://doi.org/10.1504/IJMLO.2024.139723

Gunasekara, A., Turner, K., Fung, C. Y., & Stough, C. (2022). Impact of lecturers’ emotional intelligence on students’ learning and engagement in remote learning spaces: A cross-cultural study. Australasian Journal of Educational Technology, 38(4), 112–126. DOI: https://doi.org/10.14742/ajet.7848

Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2020). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8, 1 - 32. https://doi.org/10.1007/s40692-020-00169-2 DOI: https://doi.org/10.1007/s40692-020-00169-2

Hashim, N., Mohamed, M. H., Aziz, L. A., & Abd Patah, M. O. R. (2022). Moderating Effects of Personality Traits On Online Learning Transition and Acceptance Among Culinary Arts Students. Journal of Technical Education and Training, 14(3), 38–48. DOI: https://doi.org/10.30880/jtet.2022.14.03.004

Hock, T. T., & Ayub, A. F. M. (2024). Malaysian Trainee Teachers’ Readiness towards Virtual Learning: AQ Methodology. Asian Journal of University Education, 20(1), 42–52. DOI: https://doi.org/10.24191/ajue.v20i1.25741

Huang, W., Roscoe, R., Craig, S., & Johnson-Glenberg, M. (2021). Extending the Cognitive-Affective Theory of Learning with Media in Virtual Reality Learning: A Structural Equation Modeling Approach. Journal of Educational Computing Research, 60, 807 - 842. https://doi.org/10.1177/07356331211053630 DOI: https://doi.org/10.1177/07356331211053630

Hutson, J. (2022). Social virtual reality: Neurodivergence and inclusivity in the metaverse. Societies, 12(4), 1–7. DOI: https://doi.org/10.3390/soc12040102

Jafar, A., Dollah, R., Mittal, P., Idris, A., Kim, J. E., Abdullah, M. S., … Zakaria, N. S. (2023). Readiness and challenges of e-learning during the COVID-19 pandemic era: A space analysis in Peninsular Malaysia. International Journal of Environmental Research and Public Health, 20(2), 1–15. DOI: https://doi.org/10.3390/ijerph20020905

Janßen, D., Tummel, C., Richert, A., & Isenhardt, I. (2016). Towards measuring user experience, activation and task performance in immersive virtual learning environments for students. Communications in Computer and Information Science, 621, 45–58. Springer. DOI: https://doi.org/10.1007/978-3-319-41769-1_4

Kadri, M., Boubakri, F.-E., Kaghat, F.-Z., Azough, A., & Zidani, K. A. (2024). IVAL: Immersive Virtual Anatomy Laboratory for enhancing medical education based on virtual reality and serious games, design, implementation, and evaluation. Entertainment Computing, 49, 1–12. DOI: https://doi.org/10.1016/j.entcom.2023.100624

Keele, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Kitchenham.

Keoy, K. H., Koh, Y. J., Iqbal, J., Anjum, S. S., Yeo, S. F., Cherukuri, A. K., … Piut, D. A. A. (2024). Streamlining micro-credentials implementation in higher education institutions: Considerations for effective implementation and policy development. Journal of Information & Knowledge Management, 23(1), 1–30. DOI: https://doi.org/10.1142/S0219649223500697

Kersting, M., Bondell, J., Steier, R., & Myers, M. (2024). Virtual reality in astronomy education: reflecting on design principles through a dialogue between researchers and practitioners. International Journal of Science Education, Part B, 14(2), 157–176. DOI: https://doi.org/10.1080/21548455.2023.2238871

Kersting, M., Steier, R., & Venville, G. (2021). Exploring participant engagement during an astrophysics virtual reality experience at a science festival. International Journal of Science Education, Part B, 11(1), 17–34. DOI: https://doi.org/10.1080/21548455.2020.1857458

Kim, J., Kim, K., & Kim, W. (2022). Impact of immersive virtual reality content using 360-degree videos in undergraduate education. IEEE Transactions on Learning Technologies, 15(1), 137–149. DOI: https://doi.org/10.1109/TLT.2022.3157250

Laine, J., Korhonen, T., & Hakkarainen, K. (2023). Primary school students’ experiences of immersive virtual reality use in the classroom. Cogent Education, 10(1), 1–22. DOI: https://doi.org/10.1080/2331186X.2023.2196896

Law, M. Y. (2024). Leadership and change management in the transition to online curriculum delivery in Malaysia: a comparative case study. Journal of Applied Research in Higher Education, 16(4), 1146–1159. DOI: https://doi.org/10.1108/JARHE-02-2023-0054

Liu, J., Liu, Q., Yu, S., Ma, J., Liu, M., & Wu, L. (2024). How do autonomy and learner characteristics combine to influence learners’ learning outcomes and cognitive load in virtual reality learning environments? A fuzzy-set qualitative comparative analysis approach. Education and Information Technologies, 29(1), 77–101. DOI: https://doi.org/10.1007/s10639-023-12262-x

Liu, T.-L., Hsiao, R. C., Chou, W.-J., & Yen, C.-F. (2024). Prospective and Cross-Sectional Factors Predicting Caregiver Motivation to Vaccinate Children with Attention-Deficit/Hyperactivity Disorder against COVID-19: A Follow-Up Study. Vaccines, 12(5), 1–12. DOI: https://doi.org/10.3390/vaccines12050450

Li, W., Liu, X., Zhang, Q., Zhou, B., & Wang, B. (2023). VR-Enhanced Cognitive Learning: Method, Framework, and Application. Applied Sciences.

https://doi.org/10.3390/app13084756 DOI: https://doi.org/10.3390/app13084756

Looi, K. H. (2022). Overcoming challenges to make e-learning a panacea for present and future crises. The International Journal of Information and Learning Technology, 39(3), 227–239. DOI: https://doi.org/10.1108/IJILT-10-2021-0157

Looi, K. H., Wye, C.-K., & Abdul Bahri, E. N. (2022). Achieving learning outcomes of emergency remote learning to sustain higher education during crises: an empirical study of Malaysian undergraduates. Sustainability, 14(3), 1–13. DOI: https://doi.org/10.3390/su14031598

Lockwood. C, Z. Munn, and K. Porritt, “Qualitative research synthesis: Methodological guidance for systematic reviewers utilizing meta-aggregation,” Int. J. Evid. Based. Healthc., vol. 13, no. 3, pp. 179–187, 2015, doi: 10.1097/XEB.0000000000000062. DOI: https://doi.org/10.1097/XEB.0000000000000062

Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225–236. DOI: https://doi.org/10.1016/j.learninstruc.2017.12.007

Makransky, G., & Petersen, G. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality. Educational Psychology Review, 33, 937-958. https://doi.org/10.1007/s10648-020-09586-2 DOI: https://doi.org/10.1007/s10648-020-09586-2

Mohamed Zabri, S., Mohammad Abakar, Y., & Ahmad, K. (2023). Exploring the acceptance of online learning among students in technical and non-technical programmes at a higher education institution. Cogent Education, 10(2), 1–17. DOI: https://doi.org/10.1080/2331186X.2023.2284552

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Medicine, 6(7), 1–6. DOI: https://doi.org/10.1371/journal.pmed.1000097

Muthuraman, A. A., & Abdullah, S. (2022). Perceived satisfaction towards emergency remote teaching amidst Covid-19 crisis: a case among undergraduate students in Penang, Malaysia. Journal of Institutional Research South East Asia, 20(1), 76–103.

Mystakidis, S., Berki, E., & Valtanen, J.-P. (2021). Deep and meaningful e-learning with social virtual reality environments in higher education: A systematic literature review. Applied Sciences, 11(5), 1–25. DOI: https://doi.org/10.3390/app11052412

Page, M. J., McKenzie, J. E., Bossuyt, P., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The prisma 2020 statement: An updated guideline for reporting systematic reviews. Medicina Fluminensis, 57(4), 444–465. DOI: https://doi.org/10.21860/medflum2021_264903

Parong, J., & Mayer, R. (2018). Learning Science in Immersive Virtual Reality. Journal of Educational Psychology, 110, 785–797. https://doi.org/10.1037/edu0000241 DOI: https://doi.org/10.1037/edu0000241

Prakash, A., Haque, A., Islam, F., & Sonal, D. (2023). Exploring the potential of metaverse for higher education: Opportunities, challenges, and implications. Metaverse Basic and Applied Research, 2(40), 1–11. https://doi.org/10.56294/mr202340 DOI: https://doi.org/10.56294/mr202340

Radzuan, N. R. M., Fauzi, W. J., Zahari, H., & Ramli, M. (2023). Tertiary students perceptions of learning oral presentation skills in in-class and online learning environment: A case study. 3L: Language, Linguistics, Literature, 29(1), 169–183. DOI: https://doi.org/10.17576/3L-2023-2901-12

Ramasamy, S. P., Shahzad, A., & Hassan, R. (2023). COVID-19 Pandemic Impact on Students Intention to Use E-Learning Among Malaysian Higher Education Institutions. Journal of Education, 203(3), 596–604. DOI: https://doi.org/10.1177/00220574211032599

Ramdan, M. R., Abdullah, N. L., Ngah, N. S., Yin, K. Y., Fuad, D. R. S. M., Yonus, A., & Shokory, S. M. (2024). An Integrated Framework of Online Learning Effectiveness in Institutions of Higher Learning. European Journal of Educational Research, 13(3), 1321–1333. DOI: https://doi.org/10.12973/eu-jer.13.3.1321

Ramis, T., & Cheong, L. S. (2024). Mediating effect of psychological needs satisfaction on the relationship between presence and academic motivation during online learning. International Journal of Education and Practice, 12(1), 66–81. DOI: https://doi.org/10.18488/61.v12i1.3604

Razak, A. N. A., Noordin, M. K., & Khanan, M. F. A. (2022). Digital learning in technical and vocational education and training (TVET) in public university, Malaysia. Journal of Technical Education and Training, 14(3), 49–59. DOI: https://doi.org/10.30880/jtet.2022.14.03.005

Ristor, R., Morélot, S., Garrigou, A., & N’Kaoua, B. (2023). Virtual reality for fire safety training: Study of factors involved in immersive learning. Virtual Reality, 27(3), 2237–2254. DOI: https://doi.org/10.1007/s10055-022-00743-2

Rogers, J. W., & Alexander, K. (2022). Standards and affordances of 21st-century digital learning: Using the Experience Application Programming Interface and the Augmented Reality Learning Experience Model to track engagement in extended reality. Acta IMEKO, 11(3), 1–6. DOI: https://doi.org/10.21014/acta_imeko.v11i3.1258

Selvakumar, K., & Zhui, M. W. P. (2023). Prevalence of tension-type headache and its correlation with sleep quality among physiotherapy and nursing students from higher education institutions in Klang valley, Malaysia, during the COVID-19 pandemic. Biomedicine, 43(2), 638–643. https://doi.org/10.51248/.v43i02.2440 DOI: https://doi.org/10.51248/.v43i02.2440

Selvanathan, M., Velloo, P., Varughese, S., & Jeevanantham, M. (2023). Student satisfaction on lecturers’ effectiveness, efficiency and productivity: Malaysian education landscape during the COVID-19 pandemic. Teaching Public Administration, 41(1), 108–121. DOI: https://doi.org/10.1177/01447394221111260

Shadiev, R., Chen, X., Reynolds, B. L., Song, Y., & Altinay, F. (2024). Facilitating cognitive development and addressing stereotypes with a cross‐cultural learning activity supported by interactive 360‐degree video technology. British Journal of Educational Technology, 55(6), 2668–2696. DOI: https://doi.org/10.1111/bjet.13461

Sharma, R. C., & Sharma, Y. P. (2021). Designing virtual reality experiences in education. Article in Bulletin of the Technical Committee on Learning Technology, 21(1), 2306–0212.

Solmaz, S., Gerling, K., Kester, L., & Van Gerven, T. (2024). Behavioral intention, perception and user assessment in an immersive virtual reality environment with CFD simulations. Virtual Reality, 28(2), 1–20. DOI: https://doi.org/10.1007/s10055-024-00985-2

Song, C., Shin, S., & Shin, K. (2023). Optimizing Foreign Language Learning in Virtual Reality: A Comprehensive Theoretical Framework Based on Constructivism and Cognitive Load Theory (VR-CCL). Applied Sciences. https://doi.org/10.20944/preprints202309.2101.v1 DOI: https://doi.org/10.20944/preprints202309.2101.v1

Sunardi, Meyliana, Ramadhan, A., & Rosmansyah, Y. (2023). Critical Factors of Immersive Learning in Higher Education: A Systematic Literature Review. 2023 10th International Conference on ICT for Smart Society, 1–8. IEEE. DOI: https://doi.org/10.1109/ICISS59129.2023.10291434

Swe, K. M. M., & Bhardwaj, A. (2023). Perceptions of clinical year medical students on online learning environments during the COVID-19 pandemic. Asia Pacific Scholar, 8(1), 47–50. DOI: https://doi.org/10.29060/TAPS.2023-8-1/SC2764

Szentirmai, A. B. (2024). Universally Designed Virtual Reality: Creating Inclusive and Immersive Learning Experiences with “VRinDanger.” Studies in Health Technology and Informatics, 320, 461–468. DOI: https://doi.org/10.3233/SHTI241042

Tee, M., Rasli, A., Toh, J. S. S. K., Abas, I. H., Zhou, F., & Liew, C. S. (2022). A Delphi method on the positive impact of COVID-19 on higher education institutions: Perceptions of academics from Malaysia. Frontiers in Psychology, 13, 1–10. DOI: https://doi.org/10.3389/fpsyg.2022.1013974

Tene, T., Guevara, M., Moreano, G., Vera, J., & Gomez, C. V. (2024). The Role of Immersive Virtual Realities: Enhancing Science Learning in Higher Education. Emerging Science Journal, 8, 88–102. DOI: https://doi.org/10.28991/ESJ-2024-SIED1-06

Tuameh, A., & Johari, J. (2023). Does the Adoption of Innovative Teaching Approaches Improve the Performance of Biotechnology Educators? Evidence from Malaysian Higher Educational Institutes. Journal of Commercial Biotechnology, 28(1), 164–176.

Wang, H., & Sun, J. (2021). Real-time virtual reality co-creation: collective intelligence and consciousness for student engagement and focused attention within online communities. Interactive Learning Environments, 31, 3422 - 3435. https://doi.org/10.1080/10494820.2021.1928711 DOI: https://doi.org/10.1080/10494820.2021.1928711

Wong, P. P. Y., Wong, G. W. C., Techanamurthy, U., Mohamad, W. S. B., Febriana, A., & Chong, J. C. M. (2022). Using social mobile learning to stimulate idea generation for collective intelligence among higher education students. Knowledge Management and E-Learning, 14(2), 150–169. DOI: https://doi.org/10.34105/j.kmel.2022.14.009

Yamin, F. M., Mustafar, M., Mohamad, M., David, J., Ramli, M. F., Saad, S., & Nawaz, S. S. (2023). Students’ Acceptance of Technological Devices for E-Learning During Covid-19 Pandemic in Malaysian Higher Education. Journal of Advanced Research in Applied Sciences and Engineering Technology, 33(1), 1–9. DOI: https://doi.org/10.37934/araset.33.1.19

Yap, J. S., & Tan, J. (2022). Lifelong learning competencies among chemical engineering students at Monash University Malaysia during the COVID-19 pandemic. Education for Chemical Engineers, 38, 60–69. DOI: https://doi.org/10.1016/j.ece.2021.10.004

Ye, Q., Zhou, R., Anwar, M. A., Siddiquei, A. N., Hussain, S., & Asmi, F. (2022). Virtual reality-based learning through the lens of eudaemonic factors: Reflective thinking as a game changer. Thinking Skills and Creativity, 45, 1–16. DOI: https://doi.org/10.1016/j.tsc.2022.101103

Yigitbas, E., Schmidt, M., Bucchiarone, A., Gottschalk, S., & Engels, G. (2024). GaMoVR: Gamification-based UML learning environment in virtual reality. Science of Computer Programming, 231, 1–5. DOI: https://doi.org/10.1016/j.scico.2023.103029

Yong, S. M., & Thi, L. S. (2022). Online learning motivation during Covid-19 pandemic: The role of learning environment, student self-efficacy and learner-instructor interaction. Malaysian Journal of Learning and Instruction, 19(2), 213–249. DOI: https://doi.org/10.32890/mjli2022.19.2.8

Zaatar, M. T., Masri, N., Alfahel, M., Antar, G., Dayal, A., Khamis, H., … Kachaamy, G. (2024). Exploring the Virtual Frontier: The Impact of Virtual Reality on Undergraduate Biology Education at the American University in Dubai. International Journal of Information and Education Technology, 14(5), 675–680. DOI: https://doi.org/10.18178/ijiet.2024.14.5.2092

Zhao, J., Lin, L., Sun, J., & Liao, Y. (2020). Using the summarizing strategy to engage learners: Empirical evidence in an immersive virtual reality environment. The Asia-Pacific Education Researcher, 29(5), 473–482. DOI: https://doi.org/10.1007/s40299-020-00499-w