Systematic Mapping on the Creation of Learning Activities Using Virtual Reality

Juan Pablo Valencia-Rosada, Santiago Andrés Aragón-Guzmán, Sandra Milena Roa-Martinez, Hendrys Tobar-Muñoz


Virtual Reality (VR) is a technology well equipped to enhance learning processes. The development of Learning Activities with Virtual Reality (LAVR), however, remains a complex process. This makes it a somewhat costly process, the full cost of which can be reduced by using a set of tools (framework) for implementing LAVR, involving an educational model with which to guide the developer. In this paper, we review scientific articles that focus on learning processes that use immersive technologies, seeking to identify frameworks and guidelines for the creation of LAVR. To do this, a systematic mapping of the scientific production in ScienceDirect was carried out, observing those studies from 2015 onward that involved topics including virtual reality, learning activities, Bloom taxonomy, and the state of the practice in which they are found. The results show that no studies are to be found in the literature on frameworks, guidelines, or recommendations either for the creation of LAVR or for the production of frameworks that facilitate this process using the Bloom taxonomy. However, studies can be found that guide the creation of LAVR, and these could be used as the basis for creating a framework. Based on the review, it could be concluded that VR favors learning processes at the various levels of education in a range of areas but that there is a paucity of directives able to facilitate the creation, adaptation, and incorporation of LAVR. This, therefore, constitutes a field of interest that merits further research.


Virtual reality; learning activity; working framework; Bloom taxonomy; systematic mapping.

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