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Augmented, Virtual and Mixed Realities and their potential in Teaching and
Learning: A Systematic Literature Review

Conference Paper · May 2023

DOI: 10.23919/IST-Africa60249.2023.10187875

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 Augmented, Virtual and Mixed Realities
and their potential in Teaching and
Learning: A Systematic Literature Review
Ashvin Vickram BEETUL1, Yousra Banoor RAJABALEE2, Mohammad Issack SANTALLY3
Université des Mascareignes1, Avenue de la Concorde, Rose Hill, Mauritius
Tel: +230 57237596, anbeetul@student.udm.ac.mu
Mauritius Institute of Education2, Reduit, Mauritius
Tel: +230 59444531, y.rajabalee@mie.ac.mu
University of Mauritius3, Reduit, Mauritius
Tel: +230 52533503, m.santally@uom.ac.mu
Abstract:
Immersive technologies such as Augmented Reality, Virtual Reality and Mixed
Reality (AR/VR/MR) in education have been found to be effective both for the
instructors and the students, in general education, in diverse levels and fields. The aim
of this paper is to carry out a systematic literature review on the use of AR/VR/MR in
education. The objective is to provide a comprehensive summary of the existing
research on the use of AR/VR/MR, and to see whether its implementation in teaching
has any impact on students’ learning outcomes. As such, this can also be used to
inform future research, policy, or practice. In this study, during the data collection
process, we selected 142 articles. After several screening process, a total of 58 papers
were retained. Findings have revealed that motivation, self-study, satisfaction,
retention of memory and overall performance amongst others, have been some of the
benefits of AR/VR/MR in teaching and learning. Lack of resources, poorly designed
user interface and lessons plans, high cost of apps development and maintenance,
along with cybersickness and reticence from some teachers due to lack of training, are
perceived as common barriers in the implementation of this emerging yet useful
technology in education. Future investigation can be directed towards these
challenges.

Keywords: Augmented Reality; Virtual Reality; Mixed Reality; Immersive

Technologies; General Education; Teaching & Learning; Educational Technology

1. Introduction
In this post Covid-19 world crisis era where educators had been looking for alternatives,
prior to, during and continuous solutions to the aftermath, this paper aimed to identify and
summarized some outputs from relevant research based on the use of immersive
technologies in general teaching and learning aiming to enhance students’ attention for
better performances. The objective is to provide a comprehensive summary of the existing
research on the use of AR/VR/MR, and to see whether its implementation in teaching has
any impact on students’ learning outcomes. As such, this can also be used to inform future
research, policy, or practice.
There are many established techniques, well known within the teaching profession,
whereby children’s concentration can be enhanced and recent advances in technology have
provided further opportunities, changing the way in which we collaborate with one another
using a range of ubiquitous computational and specialized gadgets [1]. One such
technological development is the idea of the immersive virtual environment, which includes
Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). VR allows
immersion of students in a complete digitally replicated environment, while AR
superimposes digital contents with physical world, enhancing a person’s perspective of the
present reality, and MR is a combination of both virtual and real-world elements [2]. It is
noted that students’ understanding is significantly enhanced when they are provided with
mechanisms whereby, they can physically react to conceptual educational ideas, through
motion ([3], [4], [5]).
It is postulated [6] that the use of technology in education enhances student learning,
promotes self-schooling, and highlights various learning styles [7]. However, for a virtual
setting, it is recommended that appropriate instruments be used to assess the quality of
teaching and learning [8]. Literature review [9] suggested that technology training has the
potential for providing hands-on exercises to relate ideas and such practical can improve
performance. It is reported [10] that learning with the help of technology can increase the
involvement of the students; while another study [11] indicated it can enhance their
motivation through an improved social interaction.
Though there are several benefits of immersive technologies, yet several challenges
had been reported. While reviewed literature [12] shows that the main issues resulting to
cybersickness as headache, dizziness and nausea are age, gender, timeframe of immersion,
hardware problems, frequency of usage, tiredness, sickness, and field of view; it is revealed
that symptoms from immersive related sickness determine the user experience.
Despite the impressive impact of immersive technologies in education, other
challenges are noted though as user interface are not effectively designed [13] and the
students refuse to consult their traditional textbooks after the usage of AR which they find
more interesting [14]. Thus, it is advisable for teachers who would be using this technology
to carefully consider this situation. Further challenges are resistance to technology from
some teachers themselves, whether because of their own attitudes or from limited IT support
[15]. Nevertheless, a lack of resources is noted [16] mainly because of high price for
development, purchase and maintenance.

2. Research Question and Methods

A well-founded approach to start arranging a research review is to examine where the
suggested review positions into Cooper's (1988) Taxonomy of Literature Reviews [17],
which organize it into five attributes as focus, goal, perspective, coverage, organization, and
audience.
The research questions (RQ) were set to assess the impact of and implementation of
Virtual Reality, Augmented Reality and Mixed Reality in education, at all academic levels.
The intention was to enhance learner’s overall motivation and performance in the school
environment, as well as acting as a support for teachers. For this purpose, a systematic
literature review was conducted in line with the approaches proposed [17].
RQ 1: How Augmented Reality, Virtual Reality and Mixed Realities (AR/VR/MR)
are being used and what are their impact on Learning Outcomes?
RQ 2: What are the challenges, issues and barriers related to the implementation of
AR/VR/MR for teaching and learning?
To address the research questions using the approach [17], the following steps were
taken.
1. Development of a literature search strategy engaging on: (i) Augmented Reality /
Virtual Reality / Mixed Reality (AR/VR/MR) usage in education, and related impact. (ii)
influence of immersive technologies on students and teachers. (iii) Implementation of
AR/VR/MR in education with related challenges, issues and barriers.
 Search preferences for the studies in immersive technologies were ranged within the
last ten years. The selected databases for the literature review were the directory of open
access journals, Science Direct, Emerald Insight, Google Scholar, Education Resources
Information Center (ERIC), amongst others.
2. Only full papers in English language and peer-reviewed related to the main
research questions were selected. Papers were classified into the following categories:
Empirical Research, Intervention Studies, Conceptual (Qualitative) Papers and Review
Papers.
3. A summary of each paper including their methodology adopted and the main
findings and discussion was done.

As the aim of this review was to

gather relevant papers, and analyze the
findings thereof, based on the research
questions, 142 articles were obtained. Several
keywords were used to search for appropriate
papers as: “virtual and augmented reality in
education” OR “virtual reality in education”
OR “augmented reality in education” OR
“mixed realities in education” OR
“AR/VR/MR usage in education” OR “use of
immersive technologies in education” OR
“AR/VR/MR in teaching and learning” OR
“challenges in implementation of AR/VR/MR
in education” OR “barriers of virtual reality
augmented reality in education”. Figure 1
illustrates the selection criteria for gathering
the articles and shows the process for
finalizing the papers with regards to step 2
above. To begin with, the search of literature
resulted to about 142 articles and only 87 of
them were retained as the remaining were not Figure 1: Selection of Studies
suitable in the context of the research questions for this study. Further auditing filtered
papers which were not in the criterion of this study. Thus, after the validity and reliability
analysis, a total of 58 articles were retained for the full text review.

3. Observations
This section presents an analysis of the published studies and evaluates and interprets their
findings by addressing the two research questions of this study.

3.1 RQ 1: How AR/VR/MR are being used and what are their impact in Education?

To address this specific research question, a classification of the relevant studies was
done as shown in Table 1 below:

Corresponding References Method

[22], [30], [33] Quantitative
[27] Systematic review and meta-analysis
[31] Meta-analysis
[42], [48] Case study
[13], [23], [29], [35], [43] Systematic review
 [24], [26] Review
[18] Bibliometric mapping analysis
[34], [40], [44] Mixed-method
Table 1: Relevant studies for AR/VR/MR being used and their impact in Education
Virtual Reality (VR) and Augmented Reality (AR) are immersive technologies that
provide a hands-on experience, that add another dimension to the learning experience. They
allow students to be artificially immersed in a subject domain in a way that would not
otherwise be possible ([18], [19]), as they uncover new revelations though artificially
replicated elements ([20], [21]).
Recently there has been a high interest in immersive technologies in different fields
of education [22] according to an increase in research studies, be it in primary, secondary
and tertiary level as well as industry-related training courses [23]. During the Covid-19
pandemic and its post era, researchers found that there has been a considerable impact from
AR/VR usage and even recommended its use ([24], [25]), as it allows for virtual practical
experience, despite being remote to class or due to the complexity of the topic.
According to Google Trends [26], to understand the interest over 10-year time, there
has been a gradual rise, yet especially during the Covid-19 pandemic, in the occurrences of
keyword searches, based on “augmented reality in education” and “virtual reality in
education”. This reveals that to be able to use technologies in education, moreover upon an
unexpected national situation or even a global issue, there should be a constant training of
digital literacy both for teachers and students, to ensure continuous education.
Upon a meta-analysis based on 134 studies published in the last decade, it is found
that the impact of augmented reality in education in general, has improved three
classification of learning outcomes with a significant median size on performance [27]. It is
pointed out [28] that learners who make use of augmented reality, promote self-study and
collaborate together, even during the absence of the instructor. General performance of
learners through e-learning has been observed to attain a high-ranked level among the
learners who were capable of having a useful experience with AR [22].
The systematic review based on 128 articles [29], in medical education, denotes that
divided groups using Virtual Reality scored much more in skills and could even complete
time of operation before the traditional learning group. In the vocation of engineering
education, studies [30] show that students with Augmented Reality usage were significantly
motivated, with regards to attention, relevance, confidence and satisfaction, while findings
[49] for those on Virtual Reality denotes enhanced understanding of complex engineering
systems and moreover avoiding risk factors when using virtual labs and apps instead of
physical ones. However, a meta-analysis [31] indicated that learning outcomes are enhanced
through immersive technologies in K-12 instructional environments and in higher education
especially in the fields like architecture and engineering but are inadequate for surgical
skills. Findings [32] showed that Extended Reality (XR) which incorporate VR, AR and MR
are able to improve several phases of the design process and reinforce learning outcomes in
educational syllabus for architectural learners while enhancing their spatial skills. In
business ethics field, an improved motivation, interest and learning effectiveness upon using
virtual reality elements of learners is noted, while also enriching their self-efficacy [33].
Authors [34] indicated a greater gain in knowledge, when using augmented reality by
students, compared to those in a traditional setting.
The following summarizes, in terms of keywords, based on themes and categories,
highlighting the perceptions of teachers and the related benefits of Augmented, Virtual and
Mixed Realities. Only the context of education has been considered, underlined by the key
findings of reviewed studies mainly by [18], [29], [27], [35], along with research conducted
and mentioned in the literature of this article. Findings reported that there is a great potential
of using immersive technologies in education as the themes’ outcomes revealed: Positive
impact on learning outcomes; Liveliness; Interaction of students; Learner presence; Sense of
presence; Learning achievements; Self-control level; Autonomous; Positive learning
attitude. Also revealed: Improved Attention; Satisfaction; Motivation; Critical Thinking;
Levels of confidence; Learning interest; Creativity; Learned new science vocabulary;
Positive emotional responses; Better results; Appreciation; Fun Experience; Enjoyment;
Effort; Retention; Knowledge; Perception; Collaboration and group learning (even in
absence of instructor); Memory retention; Learner immersion and Engagement; and overall
performance amongst others.
Findings [18] reported that smartphone apps and marker-based elements on paper are
the preferred kind of elements for AR as they can be easily produced. With recommendation
[5], to support instructors to acquire knowledge in AR and to have multiple teaching styles
to enhance student learning, researchers [36] suggested that a structure for training both
instructors and learners on AR could be useful so they can themselves create their own AR
contents and there can be collaborators from the professional actors as the technology is
speedily expanding. It would result in triggering motivation and interaction among peers.
In a recent study [37], it is revealed that from two groups of four classes, where one
group used flipped learning environment with Augmented Reality support, and the other
used a traditional flipped learning one, that the one with AR resulted with school students
with greater motivation, academic achievement but also with critical thinking, compared to
those of the traditional learning group. Other findings revealed that Augmented Reality
teaching material is also beneficial to the development of students with special education
needs, while promoting motivation and enthusiasm ([38], [39]). A reported [40] remarkable
learning enhancement for primary student in using VR in music tutorials, accompanying
traditional ones and additionally noted that compared to the other learners, special needs
students could accomplish same or superior outcomes, while taming individual,
writing/reading, and attention troubles. A study [41] of the application e-STAR, which
amalgamate the current science class book and the AR innovation, pointed out that the
interface and features of the app can be a key to motivate learners.
It is noted [42] that Mixed Realities (MR) blending the present world with the
digital, is more effective in education, especially in some sites which are not easily accessed
or using dangerous tools. They however argued that while the user interface was effectively
designed, yet the eye tracking feature revealed further improvements due to struggles on the
user interface experience.
Thus, it is revealed that students from all levels of study, different fields, and
different types of learners have a significant impact upon the usage of any or all of the
immersive technologies (AR/VR/MR).

3.2 RQ 2: What are the challenges, issues and barriers related to the implementation of
AR/VR/MR in Education?

To address this specific research question, a classification of the relevant studies was
done as shown in Table 2 below:

Corresponding References Method

[13], [29], [35] Systematic review
[44], [40], [14] Mixed-method
[15], [46], [50] Quantitative
[47] Editorial
[48] Case study
[16], [24], [26], [51] Review
 [12] User study
Table 2: Relevant studies for challenges, issues and barriers related to the implementation of
AR/VR/MR in Education
It is pointed out [26] that AR, VR and MR are innovative technologies that have
great potential for educational purposes. Literature [35] indicated that there is no explicit
way to safely integrate AR technologies into the learning process and their own results
affirm this assumption, since there are various influences and repercussions that ought to be
considered in computer science tutoring.
Although AR proved to be a dignified potential to enhance learning interest for
students, through the use of serious games in learning, yet there some limitations in terms of
its usability [13]. Similarly, it is recommended [48] that usability in immersive technologies
should be re-evaluated through a more effective design, along with clarity and
experimentation. It is revealed [26] that though the learners have accepted the usage of
immersive technologies, yet it would be complex to understand, if the lectures were not
properly designed. Authors [27] explain that 3D graphical interface should be mindfully
designed and assessed. Hence instructors would require pedagogical training to understand
both the technology and the pedagogy [43]. Although researchers [44] claim that existing
VR/MR apps require a solid development in pedagogical structure and hypothesis, which
restricts their potency, recommendations [29] goes in the direction of a better design of
devices as users would feel negative effects. These could be considered for future
developments as it is also pointed out [41] that the interface and features of the app can be a
key for learners’ motivation. Issues may arise though when using a too great variety of
AR/VR/MR devices [45].
On the other hand, in safety management education, to diminish the number of
accidents, the use of Virtual Reality and Mixed Reality (VR/MR) are endorsed [44] and
agreed that this technology enhance the motivation of students as they can have kinesthetic
interactions. Yet they pointed out that though they are more effectual than recorded video
tutorials, nevertheless they argue that VR/MR cannot ameliorate knowledge along with
perceived effectiveness of tutorials, as their findings reveal that recorded video tutorials are
more effectual in this matter.
Though it seems pupils favor up face-to-face interaction over remote learning, yet a
refinement of the entire "sense of presence" and generally sensation of an immersive
experience can expand the pupil remote learning keenness [26].
However, it is reported that as a barrier in implementation of immersive technologies
in education, there is a dearth of resources as materials, devices, mobile apps and computer
software, in Mixed Realities in medical education [46]; and Augmented Realities in
Computer Science [35].
Findings [11], for the physics discipline using immersive technologies as a support,
revealed that in using VR, the learners tend to set themselves apart from their social domain.
But in opposite, those using the MR interacted fairly well with their peers as it offers spirited
and engaged participation. However, authors [40] mentioned having addressed this issue of
isolation of students and proving it as effective through mixed method assessment, by
recommending hybrid solutions like mixing the scholastic tasks as fairly short immersive
periods along with traditional tutorials.
In the context of education where there may be financial constraints, the mobile
device as phones and tablets, is favored, considering also the fact that AR is easily
compatible with such low-cost devices [28]. This is compared to other AR/VR devices as
many students (with and without special education needs) or at least their parents would
own one, and because of the portability, accessibility and ease of use while interacting with
physical materials ([38]; [52]).
 However, it is documented [53] that, as a wrong approach, some teachers would use
only AR/VR in class and expects the students to acquire complete understanding. But,
giving the example of a museum visit, it is recommended that the teachers explain the
concepts and elements based on the syllabus, then use the immersive technologies as a
supplementary tool to enhance their learning. Thus, in classrooms, the traditional syllabus
teaching should also be considered along a blend of the AR/VR/MR apps.
Another challenge noted by the excessive use of immersive technologies is
cybersickness, where the users would complain of headaches [51], eye strain, dizziness and
nausea [24]. A survey [54] revealed this is caused with an average period of usage being
more than an hour with several criteria affecting a customer in an immersive environment as
hardware, content, and human issues. Despite that better graphics would not lessen these
symptoms from healthy volunteers [55], there is more discomfort for the adult rather than
for children as they have the ability to focus more on screens [50].
Press Tv articles ([56], [57]) investigated that apart from the long-term sessions
using immersive devices, yet the quality of the contents also affects the user’s brain. For
example, flickering elements and with moving effects at too fast speed or being too close
would lead to eye discomfort and headache. Another factor is the high-volume audio that
can affect the hearing when used especially too frequently. Yet be it for hearing devices or
visual ones including VR, the manufacturing companies would warn about related
symptoms, and also recommend some avoidances, from their printed manuals in the
packages and/or their related websites.
Some main good practices and safety tips [54] to avoid or minimize the
cybersickness are thus, to stop immediately any usage of AR/VR/MR devices if the user
feels experiencing any symptoms as listed or related. A rest of one to two hours is also
recommended after any casual usage, and evening usage prior to bedtime is not advisable.
On an editorial of several studies, findings [47] disclosed that sessions can be managed to
have adequate intervals thus diminishing the visual load. Additionally, potential users who
are more vulnerable as pregnant ladies, balance, frequent headache and epilepsy issues,
should strictly avoid using immersive devices.
Despite a high academic research interest, there is a lack of AR/VR manufacturing
applications in the place of work [16], due to the inconvenient interfaces, high price for
purchase, cost of maintenance of hardware, software and its licenses, along with related
devices. MR is perceived as a newbie compared to AR/VR and thus justifies its lack of
resources and high price of related devices. The quality of the immersive devices is a
determining factor upon purchase for conducting the testing, and only accredited and
branded devices with data protection, as the recently HTC Vive [58] receiving ISO27001 &
ISO27701 international standard certification in November 2021 and considering
health and safety aspects for its users through regularly updated guides, should be
considered.
Researchers [35] concluded that future research could elaborate on the dearth of
resources and designing effective tutorials scenarios for the immersive technologies.
Although there are several findings showing motivation, performance, increased
engagement, and other aspects as benefits from immersive usage, yet if there is no better
interface design, enhanced features with pedagogical considerations, user comfort, teacher
training, as main improvements, AR/VR/MR would take time to be widely adopted in
different school settings.

4. Discussion
The aim of this paper has been to go through literature to understand what has been achieved
so far relating to the role of immersive technologies in education, and to which extent their
potentials have been exploited to enhance teaching and learning, while also considering the
barriers in its implementation. Findings from various researchers indicated a higher level of
motivation, engagement, satisfaction, for an overall better performance, compared to
traditional teaching, as they can physically manipulate elements, though in a virtual
environment, which is a factor for improving students’ understanding. Yet there are
arguments that immersive technologies cannot improve knowledge along with perceived
effectiveness of tutorials and recorded video lectures are more effective. While AR tend to
be more present in education compared to VR, on the other hand, MR, though more recent,
is noted to be more effective as it blends seamlessly the virtual settings with the physical one
and can safely access remote areas and use dangerous tools. But its interface design, as well
as for AR/VR, needs much improvements as the users struggle upon interaction. Future
research could indeed give attention to creating effectual lesson plans, assessing interface
design and its impact on user experience as users tend to rate the immersive encounter based
on its user-friendliness and interaction. Along with this consideration and the pedagogical
process which is the focal point of learning, more apps resources, devices and related
software are encouraged to be developed to meet the needs of the growing market in
different fields. For better implementation of any immersive technologies, to avoid
cybersickness as headaches and nausea, it is recommended of a one to two hours rest
intervals, though the causes leading to cybersickness or ways to minimize the effects can be
determined in further research. Digital skills training should be continuous for educators as
some have been reluctant to use technologies in education as they were not well versed.
Augmented Reality had been preferred based on financial considerations, compared to VR
headsets and MR relatively new expensive spectacles, as AR can be used through mobile
smartphones and can be integrated in the low-cost Google Cardboards to get an immersive
VR-like experience.

5. Conclusion
This review highlights important evidence that AR/VR/MR add value when they are being
used in teaching and learning in all academic grades and diverse sectors. The insights gained
also reveal that students may be more proactive and open to collaborative peer learning. As a
result, they may achieve better performances. Certainly, immersive technologies should not
be used as a stand-alone mode of delivery but should be coupled with classroom teaching in
hybrid models, for the learning outcomes to be more effective. The proportion of using
AR/VR/MR versus traditional methods, will depend on a number of factors, such as the
subject matter, the age and learning needs of the students, and suitability of technology.
However, there are challenges namely cybersickness, the high cost of apps, devices, and
maintenance including the need for learning design considerations, and a review of
assessment and evaluation. There is a need for continuing research to further explore the
affordances and the impact of AR/VR/MR in teaching and learning, while also considering
how to address the challenges these technologies bring with them.

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