Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Journal of Mathematics Instruction, Social Research and Opinion
Alifia Hasna Azzah Fillah
Semarang State University
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Virtual Reality in Science Education: A Systematic Literature Review on Students’ Learning Motivation Alifia Hasna Azzah Fillah; Arif Widiyatmoko; Novi Ratna Dewi; Sudarmin Sudarmin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1413

Abstract

The growing use of Virtual Reality (VR) in science education has attracted considerable attention due to its potential to create immersive, interactive learning experiences. However, previous studies have mainly focused on cognitive outcomes, while research specifically examining students’ learning motivation remains fragmented. Therefore, this study aims to analyze publication trends, country contributions, mapping of academic fields, and the implementation of VR in science education related to students’ learning motivation. This study employed a Systematic Literature Review (SLR) approach following the PRISMA 2020 guidelines. Data were collected from the Scopus database using Publish or Perish 8, covering publications from 2016 to 2026, and 25 selected articles were analyzed qualitatively. The findings indicate that research on VR in science education has increased significantly, particularly after 2020, with the United States, Taiwan, Spain, and China as the major contributors. The studies were dominated by Computer Science and Social Sciences, reflecting the interdisciplinary nature of VR research. Furthermore, VR was found to enhance students’ learning motivation through immersive experiences, interactivity, engagement, and contextual visualization. However, excessive immersion may increase cognitive load if not supported by appropriate instructional design. Therefore, VR should be integrated with appropriate pedagogical strategies to create more engaging, student-centered science learning environments.
Co-Authors Arif Widiyatmoko Novi Ratna Dewi Sudarmin Sudarmin