Systematic Review of Educational Practices with Immersive Virtual Reality in Higher Education

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Publicado: Jun 28, 2024
DOI: https://doi.org/10.60546/mo.v12i1.410

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Daniela Rocha Bicalho
Instituto de Educação, Universidade de Lisboa
https://orcid.org/0000-0002-3386-1291
João Manuel Nunes Piedade
Institute of Education, University of Lisbon
https://orcid.org/0000-0002-4118-397X
João Filipe de Lacerda Matos Matos
Lusófona University of Humanities and Technologies

Resumen

This study aims to analyse how learning occurs in immersive environments, their characteristics, benefits, and limitations. A systematic literature review methodology was adopted following the PRISMA protocol. The results show that Virtual Reality enables the creation of immersive virtual environments in which students can actively interact and explore. These simulated environments offer students the opportunity to experience authentic situations and apply their knowledge in a practical way.

Detalles del artículo

Cómo citar
Bicalho, D. R., Piedade, J. M. N., & Matos, J. F. de L. M. (2024). Systematic Review of Educational Practices with Immersive Virtual Reality in Higher Education. Medi@ções, 12(1), 95–111. https://doi.org/10.60546/mo.v12i1.410
Número
Vol. 12 Núm. 1 (2024): Tecnologías digitales en la educación: Una selección de artículos
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Biografía del autor/a

João Manuel Nunes Piedade, Institute of Education, University of Lisbon

Assistant Professor and Researcher at Institute of Education of Lisbon University. Member of Competence Center in Technology and Innovation of Institute of Education of Lisbon University. Ph.D. in Education - Information and Communication Technologies in Education (2017), Master in Technologies and Methodologies in Elearning (2010), and graduated in Computer Science Engineering (2006).

João Filipe de Lacerda Matos Matos, Lusófona University of Humanities and Technologies

Full Professor at ULHT and the University of Lisbon. He was the coordinator of the e-learning laboratory at the University of Lisbon and was director of the FCT-funded Ph.D. program in Technology Enhanced Learning and Societal Challenges. He also coordinated the Masters in e-Learning and Distance Learning and the Masters in Education and Digital Technologies. He has taught undergraduate and postgraduate courses in the areas of Research Methodologies, Mathematical Education and Digital Technologies in Education.