Extended Abstract book CIIDT2021 EISBN

CIIDT 2021
A REVIEW ON THE APPLICATION OF VR TECHNOLOGY IN BASIC
EDUCATION
Ling Wu 1 , Kien Tsong Chau 1 and Wan Ahmad Jaafar Wan Yahaya 1
1 Centre for Instructional Technology & Multimedia, Universiti Sains Malaysia
INTRODUCTION
The immersion, interactivity and imagination of Virtual Reality (VR) technology can provide
users with a brand-new feeling (Coiffet & Burdea, 2003). Recently, an increasing number of
specialists and scholars have examined the efficiency of VR applications in a variety of
educational contexts. It seems to be that virtual learning environments have emerged as a
potential instructional tool (Maas & Hughes, 2020; Merchant et al, 2014; Radianti et al., 2020;
Bonner, 2018). It reforms and innovates the education (Freina & Ott, 2015; Burdea, 2015;
Radianti et al, 2020). A check on the Scopus database reveals a rapid increase in the number
of publications combining learning, education, or training with VR. Among these, the literature
on VR is often not split into higher education and basic education (Hew & Cheung, 2010;
Merchant et al, 2014). For basic education, its objective is to educate students in primary,
middle and senior high schools between the ages of 6 and 18. VR is not extensively employed
in basic education. We observe a delayed start in research. Therefore, we initiated relevant
research by first categorizing empirical studies of VR technology in the field of basic education
from 2001 to 2020, as follows:
a. The development trend and characteristics of using VR technology in basic education.
b. Disparities in instructional equipment while using VR technology in basic education.
c. The characteristics of teaching contents in basic education through the use of VR
technology.
METHODS
The systems-type literature approach was used in this analysis:problem identification,
standard formulation, literature collection and retrieval, literature selection, data extraction,
research statistics, and writing the literature review (Evans, & Benefield, 2001). Firstly, the
database Scopus is the focus of this study, and the supplementary databases are JSTOR,
Elsevier, ERIC, IEEE, and SpringerLink, and the character search is carried out by keyword
combination. The subsequent step was more accurate deletion of these articles: (1) the articles
must be applied in the basic education stage (primary school, middle school and senior high
school), excluding special education, higher education, etc; (2) Articles must be empirical
research (qualitative, quantitative, mixed analysis, and design analysis), excluding articles of
review, conference and monograph. In accordance with the above basic selection principles,
Finally, 71 articles were identified.This analysis uses the literature codes to make quantitative
analysis and coding of all the selected basic educational VR literatures, which can be divided
into three perspectives: instructional overview, instructional equipment, and instructional
content.
RESULTS AND DISCUSSION
Among 71 empirical articles on basic education, the use of VR technology has reached two
peaks since 2001. The first peak was achieved in 2006, with VR semi-immersive learning
environments built on desktop computers. Secondly, with the continuous development of VR
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