A Bibliometric Taxonomy of Virtual Reality in Education: Global Trends and Key Challenges Across Multiple Indices and Leading Publishers

Abstract Technology integration in education has driven significant innovation, with Virtual Reality (VR) emerging as a powerful tool to enhance learning experiences. VR enables students to engage in immersive, interactive environments that go beyond traditional teaching methods, supporting visualization of complex concepts and experiential learning. While VR has demonstrated success in disciplines like medicine, engineering, and design, its application across other fields remains underexplored. This study addresses this gap by conducting a comprehensive bibliometric analysis of VR in education, following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, utilizing multiple indices within the Web of Science Core Collection and data from leading publishers. The analysis uncovers key trends, such as Springer Nature's dominance in publishing VR-related research and the geographic distribution of VR studies, with the USA, China, and the UK being prominent contributors. Despite VR's potential, challenges such as high hardware costs, integration difficulties, and the need for educator training hinder its widespread adoption. The study also identifies potential solutions, including the development of affordable VR tools and better curriculum integration. These findings offer valuable insights for policymakers, educators, and technology developers, helping to guide more effective implementation and wider adoption of VR in diverse educational contexts.