Immersive technologies in self-regulated learning: Systematic review of scientific literature

Andrea Luna; Ana María  Ortíz Colón; Javier  Rodríguez Moreno

doi:10.1344/der.2023.44.105-113

Authors

Andrea Luna Universidad de las Fuerzas Armadas ESPE https://orcid.org/0000-0001-7606-931X
Ana María Ortíz Colón Universidad de Jaen https://orcid.org/0000-0003-0440-6107
Javier Rodríguez Moreno Universidad de Jaen https://orcid.org/0000-0002-5890-3654

DOI:

https://doi.org/10.1344/der.2023.44.105-113

Keywords:

self-regulated learning, virtual reality, augmented reality, immersive technology, education

Abstract

This study presents a systematic review of scientific articles with the aim of analyzing the effect of VR/AR on self-regulated learning. For article selection, five databases were used: JSTOR, ERIC, IEEE, Scopus, and Web of Science from the last 10 years, and the PRISMA protocol was applied. The results reveal the optimal role of immersive technology in self-regulated learning processes at the level it is applied. From 2012 to 2021, the frequency of publications has increased, especially in fields of knowledge such as medicine, computer science, and education in third place. The common theme in these areas lies in the academic aspect, particularly in fields such as cognitive load, school versus home, student frustration, academic performance, motivation - self-efficacy in self-regulated learning, and procedure transfer. Based on these findings, the article proposes future research directions.

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Immersive technologies in self-regulated learning: Systematic review of scientific literature

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