Effectiveness of Virtual, Augmented, and Mixed Reality in Teaching-Learning Processes: A Systematic Literature Review
DOI:
https://doi.org/10.70577/rps.v4i2.207Keywords:
Teaching-learning, systematic review, learning outcomes, educational technology, immersive environments.Abstract
This systematic literature review examines the effectiveness of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) technologies in teaching-learning processes. Following PRISMA 2020 guidelines, 25 empirical and review studies published between 2020 and 2025 were analyzed, retrieved from databases such as Scopus, Web of Science, IEEE Xplore, and ScienceDirect. Results consistently indicate that immersive technologies produce significant positive effects on learning outcomes, academic motivation, student engagement, and higher-order thinking development. VR shows the greatest impact on practical and procedural skills (g = 0.477), AR significantly improves attitudes and academic performance, and MR demonstrates advantages in cognitive (d = 0.84) and behavioral (d = 0.40) outcomes within vocational training contexts. Despite these benefits, barriers persist, such as high implementation costs, insufficient teacher training, and a scarcity of longitudinal research. This review provides a synthesized evidence base to guide educational technology policies and pedagogical practices.
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Copyright (c) 2026 Tito Rubén Barreiro Linzán, Mónica Daniela Barreiro Linzán, Yasmina Lizetty Zambrano Loor, José Luis Moreano Terán, Augusto Rodrigo Palacios Villacrés
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