Key points are not available for this paper at this time.
Post-primary education plays a critical role in students' academic and professional development. Virtual Reality (VR) offers immersive and interactive learning experiences that enhance engagement and support pedagogical goals. This systematic-narrative review examines research on VR in post-primary education from 2013 to 2024, following PRISMA guidelines, with 31 studies selected from ScienceDirect, ERIC, JSTOR, Taylor & Francis Online, and Scopus. Findings indicate a strong STEM focus and widespread adoption of VR-enhanced experiential learning, leading to gains in student motivation, conceptual understanding, and knowledge retention. However, several gaps persist, including insufficient teacher training, high implementation costs, limited accessibility, underrepresentation of non-STEM subjects, and a lack of longitudinal studies assessing sustained learning outcomes. Methodologies are predominantly mixed-methods, yet reporting inconsistencies limit comparability across studies. This review synthesises current evidence, identifies these trends and gaps, and offers actionable recommendations, such as embedding teacher professional development, expanding disciplinary coverage, improving methodological transparency, and developing affordable VR tools. These insights aim to guide future research, support policy development, and inform effective VR integration in diverse post-primary educational contexts.
Hamash et al. (Sat,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: