Our analysis has uncovered several gaps in the application of VR in the higher education sphere-for instance, learning theories were not often considered in VR application development to assist and guide toward learning outcomes. The mapping was conducted between application domains and learning contents and between design elements and learning contents. Our review emphasizes three key points: the current domain structure in terms of the learning contents, the VR design elements, and the learning theories, as a foundation for successful VR-based learning. The reviewed articles were acquired by extracting key information from documents indexed in four scientific digital libraries, which were filtered systematically using exclusion, inclusion, semi-automatic, and manual methods. Hence, we propose using systematic mapping to identify design elements of existing research dedicated to the application of VR in higher education. However, little systematic work currently exists on how researchers have applied immersive VR for higher education purposes that considers the usage of both high-end and budget head-mounted displays (HMDs). VR possesses much potential and its application in education has seen much research interest lately.
Researchers have explored the benefits and applications of virtual reality (VR) in different scenarios.
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