| Sumario: | Background: The COVID‐19 pandemic has greatly impacted education, necessitating alternative methods to traditional face‐to‐face teaching. This dramatic change, in tandem with increasing awareness of the metaverse—a virtual reality (VR) world wherein humanity might learn, work and socialise–has made a clear need for a better understanding of the potential contribution of VR‐based simulation environments for students' learning outcomes. Objectives: Three research questions regarding the effect of VR experience on students' learning motivation were addressed: RQ1. What methods have been employed to rule out the novelty effect in VR learning? RQ2. What motivation theories have been applied to guide the development of VR learning content? RQ3. What motivation theories have been applied to guide the utilisation of VR in learning activities? Methods: Applying Arksey and O'Malley's (International Journal of Social Research Methodology, 8, 19–32, 2005) protocol, 14 articles were included in this review. Results: Most included studies indicated that students' motivation had increased after the VR intervention or was higher than other pedagogical conditions. However, the lack of longitudinal research designs means novelty effects in VR learning cannot be ruled out. Knowledge gaps in study designs and theoretical frameworks are discussed. Conclusion: Technology and the COVID‐19 pandemic are radically changing teaching and learning methods. More research on the impact of VR simulation learning on student outcomes is needed, with careful theoretical framing to ensure reliable findings. Future studies could explore VR technology to satisfy students' psychological needs and create deeper personal connections.
|
|---|