A Systematic Review of Cooperation in Multi‐User Virtual Reality Learning Environments.
Background: The role of virtual reality (VR) in education is increasing, which raises questions about VR learning in multi‐user settings. While collaborative VR learning, characterised by shared goals and low division of labour, is well‐researched, cooperative VR learning, which emphasises role diff...
| Published in: | Journal of Computer Assisted Learning Vol. 41; no. 5; pp. 1 - 23 |
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| Main Authors: | , |
| Format: | research systematic review tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Oct2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188234210&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188234210 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2025 vid: 41 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 188234210 188234210 188234210 10.1111/jcal.70112 188234210 ppf: 1 ppct: 22 formats: tig: atl: A Systematic Review of Cooperation in Multi‐User Virtual Reality Learning Environments. aug: au: Wehrmann, Frank Zender, Raphael affil: Humboldt‐Universität zu Berlin, Berlin, Germany sug: subj: Virtual Reality Education Computer-Assisted Instruction Learning Methods Learning Environment Human Systematic Review ERIC Database Cooperative Behavior Interpersonal Relations Educational Technology Teaching Methods Vocational Education User-Computer Interface Social Participation Educational Measurement Access to Information Collaboration ab: Background: The role of virtual reality (VR) in education is increasing, which raises questions about VR learning in multi‐user settings. While collaborative VR learning, characterised by shared goals and low division of labour, is well‐researched, cooperative VR learning, which emphasises role differentiation and task interdependence, remains underexplored. This oversight is significant, as cooperation holds unique potential for education and inclusion by accommodating diverse learner abilities and perspectives. Objectives: This paper explores diverse multi‐user learning approaches in VR Learning Applications (VRLAs), emphasising cooperation over collaboration. It provides an overview of multi‐user VRLAs, their user engagement types, target groups, subjects, availability, and educational theory integration. Distinguishing between cooperative, collaborative, and social engagement, it also identifies asymmetric cooperation in multi‐user experiences. Methods: A systematic literature review was conducted using the PRISMA framework, identifying VRLAs in educational settings which feature multi‐user interactions. The review included 89 studies published since 2013, categorising VRLAs by interaction mode, symmetry, presence of a VR instructor, availability, and presence of didactic justification. Results and Conclusions: Collaborative VR remains the dominant mode (44%), but cooperative VRLAs (37%) see growing adoption. Collaborative designs often rely on constructivist educational theory, while cooperative designs tend to leverage role specialisation to mirror real‐world practices, particularly in vocational training and task‐specific scenarios. However, 84% of VRLAs are inaccessible, limiting their broader application. Many studies lack robust didactic justifications, underscoring the need for clearer frameworks. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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