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Education Sciences
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Redefining Education with Immersive Technologies: Transforming Education with AR and...
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Redefining Education with Immersive Technologies: Transforming Education with AR and VR

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: 31 December 2026 | Viewed by 6113

Special Issue Editors

Dr. Ali Darejeh

E-Mail Website
Guest Editor
School of Computer Science and Engineering, The University of New South Wales (UNSW), Sydney, NSW 2033, Australia
Interests: virtual and mixed reality; serious games; human–computer interaction; simulation; metaverse
Dr. Sara Mashayekh

E-Mail Website
Guest Editor
Department of Arts, Design & Architecture, The University of New South Wales (UNSW), Sydney, NSW 2033, Australia
Interests: educational technology; assessment; virtual reality; immersive technologies

Special Issue Information

Dear Colleagues,

The rapid advancement of immersive technologies, particularly virtual reality (VR) and augmented reality (AR), is revolutionizing education by creating more engaging, interactive, and effective learning experiences. These technologies have the potential to bridge the gap between theoretical knowledge and practical application by offering realistic simulations, immersive storytelling, and experiential learning environments. From medical training and engineering simulations to historical recreations and language acquisition, VR and AR are redefining traditional education models.

This Special Issue, “Redefining Education with Immersive Technologies: Transforming Education with AR and VR”, seeks to explore the impact, challenges, and future directions of integrating AR and VR into education. We welcome original research, case studies, and critical reviews that investigate the pedagogical benefits, technological advancements, implementation strategies, and barriers associated with immersive learning environments.

Potential themes include, but are not limited to, the following:

  • AR/VR applications in STEM, medical, and humanities education.
  • Cognitive and psychological effects of immersive learning.
  • Accessibility and inclusivity in AR/VR learning environments.
  • AI-driven personalization in immersive education.
  • AI-driven instructors in immersive environments.
  • Evaluating learning outcomes in AR/VR-based education.
  • Serious games designed for VR environments in STEM or medical science education.
  • The application of immersive technologies in digital twins for educational purposes.
  • Ethical considerations and challenges in immersive learning.

Submitted manuscripts should not have been published previously or be under consideration for publication elsewhere. All submissions will undergo a rigorous double-blind peer-review process. Accepted papers will be published continuously in the journal as soon as they are accepted.

We look forward to receiving your contributions to advance the field of immersive education.

Dr. Ali Darejeh
Dr. Sara Mashayekh
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • virtual reality (VR)
  • augmented reality (AR)
  • immersive technologies
  • serious games
  • digital twin
  • AI-driven personalization
  • adaptive VR

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Published Papers (5 papers)

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Research

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14 pages, 1570 KB  
Article
Exploring Emotional, Cognitive, and Physiological Responses to Art in Extended Reality and Museum Contexts
by Andrea Nucita, Valentina Certo, Francesco Paolo Campione, Saverio Autellitano, Giancarlo Iannizzotto and Rosa Angela Fabio
Educ. Sci. 2026, 16(4), 545; https://doi.org/10.3390/educsci16040545 - 1 Apr 2026
Viewed by 880
Abstract
The use of extended reality technologies in cultural heritage contexts raises questions about their effectiveness in enhancing emotional, cognitive, and experiential engagement with artworks, particularly when direct access to original pieces is limited. The aim of this study was to compare emotional, cognitive, [...] Read more.
The use of extended reality technologies in cultural heritage contexts raises questions about their effectiveness in enhancing emotional, cognitive, and experiential engagement with artworks, particularly when direct access to original pieces is limited. The aim of this study was to compare emotional, cognitive, and physiological responses elicited by different modes of art presentation and to evaluate their effectiveness relative to direct, in-person museum viewing as a benchmark condition. The study examined visitors’ responses to Caravaggio’s Adoration of the Shepherds through three digital presentation modalities: Virtual Reality (VR), Augmented Reality (AR), and life-sized screen projection (LSP). Seventy-one voluntary participants completed affective assessments (PANAS, SAM), physiological recordings (heart rate, electrodermal activity, oxygen saturation), and artwork evaluations of creativity, pleasantness, technique, and curiosity. Results indicated significant effects of presentation modality: VR tended to elicit the strongest engagement-related responses, including higher positive affect, greater physiological activation, and more favorable ratings of pleasantness and curiosity, whereas AR and LSP showed more variable patterns. Physiological indicators confirmed increased arousal during VR exposure, supporting its potential to evoke more intense affective involvement. These findings suggest that immersive technologies may complement direct museum encounters by fostering curiosity, emotional engagement, and visitor-centered exploration, thereby enriching cultural heritage experiences and informal learning opportunities. Specifically, significant effects of presentation modality were observed for positive affect (F(2,140) = 6.23, p < 0.01), happiness (F(2,140) = 6.78, p = 0.003), skin conductance (F(2,140) = 7.15, p = 0.002), heart rate (F(2,140) = 4.32, p = 0.017), pleasantness (F(2,140) = 9.64, p < 0.001), and curiosity (F(2,140) = 5.21, p = 0.008), with VR generally yielding the highest scores on these measures. Full article
(This article belongs to the Special Issue Redefining Education with Immersive Technologies: Transforming Education with AR and VR)
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13 pages, 407 KB  
Article
Bot or Not? Differences in Cognitive Load Between Human- and Chatbot-Led Post-Simulation Debriefings
by Dominik Evangelou, Miriam Mulders and Kristian Heinrich Träg
Educ. Sci. 2026, 16(2), 255; https://doi.org/10.3390/educsci16020255 - 6 Feb 2026
Cited by 1 | Viewed by 682
Abstract
Understanding how different debriefing formats impact learner’s cognitive load is crucial for designing effective post-simulation reflection activities. This paper examines cognitive load after post-simulation debriefings facilitated either by a human instructor or a generative AI Chatbot. In a controlled study with N = [...] Read more.
Understanding how different debriefing formats impact learner’s cognitive load is crucial for designing effective post-simulation reflection activities. This paper examines cognitive load after post-simulation debriefings facilitated either by a human instructor or a generative AI Chatbot. In a controlled study with N = 45 educational science students, 23 participants engaged in a lecturer-facilitated debriefing, while 22 completed a chatbot-guided session. Cognitive load was assessed across intrinsic, extraneous, and germane dimensions. Results revealed no statistically significant differences between the two debriefing methods. Future research should examine AI-led debriefings with larger samples and employ complementary measures of cognitive load to provide a more comprehensive understanding. Full article
(This article belongs to the Special Issue Redefining Education with Immersive Technologies: Transforming Education with AR and VR)
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19 pages, 1791 KB  
Article
School-Based Immersive Virtual Reality Learning to Enhance Pragmatic Language and Social Communication in Children with ASD and SCD
by Phichete Julrode, Kitti Puritat, Pakinee Ariya and Kannikar Intawong
Educ. Sci. 2026, 16(1), 141; https://doi.org/10.3390/educsci16010141 - 16 Jan 2026
Viewed by 660
Abstract
Pragmatic language is a core component of school-based social participation, yet children with Autism Spectrum Disorder (ASD) and Social Communication Disorder (SCD) frequently experience persistent difficulties in using language appropriately across everyday learning contexts. This study investigated the effectiveness of a culturally adapted, [...] Read more.
Pragmatic language is a core component of school-based social participation, yet children with Autism Spectrum Disorder (ASD) and Social Communication Disorder (SCD) frequently experience persistent difficulties in using language appropriately across everyday learning contexts. This study investigated the effectiveness of a culturally adapted, school-based immersive Virtual Reality (VR) learning program designed to enhance pragmatic language and social communication skills among Thai primary school children. Eleven participants aged 7–12 years completed a three-week, ten-session VR program that simulated authentic classroom, playground, and canteen interactions aligned with Thai sociocultural norms. Outcomes were measured using the Social Communication Questionnaire (SCQ) and the Pragmatic Behavior Observation Checklist (PBOC). While SCQ scores showed a small, non-significant reduction (p = 0.092), PBOC results demonstrated significant improvements in three foundational pragmatic domains: Initiation and Responsiveness (p = 0.032), Turn-Taking and Conversational Flow (p = 0.037), and Politeness and Register (p = 0.010). Other domains showed no significant changes. These findings suggest that immersive, culturally relevant VR environments can support early gains in core pragmatic language behaviors within educational settings, although broader social communication outcomes may require longer or more intensive learning experiences. Full article
(This article belongs to the Special Issue Redefining Education with Immersive Technologies: Transforming Education with AR and VR)
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19 pages, 2278 KB  
Article
Virtual Reality and Digital Twins for Mechanical Engineering Lab Education: Applications in Composite Manufacturing
by Ali Darejeh, Guy Chilcott, Ebrahim Oromiehie and Sara Mashayekh
Educ. Sci. 2025, 15(11), 1519; https://doi.org/10.3390/educsci15111519 - 10 Nov 2025
Cited by 2 | Viewed by 1794
Abstract
This study investigates the effectiveness of a virtual reality (VR) simulation for teaching the hand lay-up process in composite manufacturing within mechanical engineering education. A within-subjects experiment involving 17 undergraduate mechanical engineering students compared the VR-based training with conventional physical laboratory instruction. Task [...] Read more.
This study investigates the effectiveness of a virtual reality (VR) simulation for teaching the hand lay-up process in composite manufacturing within mechanical engineering education. A within-subjects experiment involving 17 undergraduate mechanical engineering students compared the VR-based training with conventional physical laboratory instruction. Task performance, cognitive load, and learner perceptions were measured using procedural accuracy scores, completion times, NASA-TLX workload ratings, and post-task interviews. Results indicated that while participants required more time to complete the task in VR, procedural accuracy was comparable between VR and physical labs. VR significantly reduced mental, physical, and effort-related demands but elicited higher frustration levels, primarily due to navigation challenges and motion discomfort. Qualitative feedback showed strong learner preference for VR, citing its hazard-free environment, repeatability, and step-by-step guidance. These findings suggest that VR offers a viable and pedagogically effective alternative or complement to traditional composite-manufacturing training, particularly in contexts where access to physical facilities is limited. Future work should examine long-term skill retention, incorporate haptic feedback for tactile realism, and explore hybrid models combining VR and physical practice to optimise learning outcomes. Full article
(This article belongs to the Special Issue Redefining Education with Immersive Technologies: Transforming Education with AR and VR)
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Review

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34 pages, 983 KB  
Review
A Narrative Review on Augmented Reality in Education
by Federica Pallavicini and Patrizia Anesa
Educ. Sci. 2026, 16(2), 261; https://doi.org/10.3390/educsci16020261 - 6 Feb 2026
Viewed by 1374
Abstract
Augmented Reality (AR) is transforming education by integrating digital and real-world elements to create immersive and practical learning experiences. AR offers unique benefits in education, such as enhancing student engagement, facilitating understanding of complex concepts through visualizations, and promoting collaborative learning. However, it [...] Read more.
Augmented Reality (AR) is transforming education by integrating digital and real-world elements to create immersive and practical learning experiences. AR offers unique benefits in education, such as enhancing student engagement, facilitating understanding of complex concepts through visualizations, and promoting collaborative learning. However, it also faces significant barriers, including high costs, technological limitations, and a lack of standardized evaluation frameworks. Drawing on examples across STEM (Science, Technology, Engineering, and Mathematics), humanities, and arts education, this article highlights how AR can effectively enhance learning outcomes. This narrative review synthesizes recent research on AR in education, drawing on empirical and conceptual studies across different educational levels and domains. Additionally, this paper examines the relationship between AR and major learning theories, presenting relevant case studies and the application of AR across various educational domains and target audiences. The review offers practical recommendations for educators, instructional designers, and researchers aiming to integrate AR into formal and informal learning environments, and introduces the ARCADE framework (Align–Rationale–Configure–Activate–Document–Evolve) as an actionable cycle to guide the design, implementation, and reporting of AR-based educational interventions. Full article
(This article belongs to the Special Issue Redefining Education with Immersive Technologies: Transforming Education with AR and VR)
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