Immersive technologies—such as virtual reality (VR), augmented reality (AR), mixed reality (MR), and extended reality (XR)—are increasingly adopted in cultural heritage settings to support education, public engagement, and digital preservation. This scoping review systematically maps existing research on immersive learning within cultural heritage contexts, identifying major trends, pedagogical approaches, and reported outcomes. Following the PRISMA-ScR framework, nineteen studies were selected from 235 publications published between 2016 and 2025 across four databases: ACM Digital Library, Web of Science, ProQuest, and Scopus. Findings reveal a predominant focus on enhancing learner motivation, engagement, and the perceived authenticity of immersive experiences. However, empirical validation of learning outcomes—particularly regarding sustained knowledge retention, critical reflection, and inclusive participation—remains scarce. Persistent gaps are also evident in accessibility and scalability, alongside ethical concerns related to cultural sensitivity, power asymmetries, and the representation of diverse heritage voices. By foregrounding participatory and co-creation approaches, this review highlights how collaborative design processes can enhance learner engagement and support the sustainable digital preservation of cultural heritage.
Zhang et al. (Fri,) studied this question.
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