Yükseköğretimde sürükleyici teknolojilerin ve sanal laboratuvarların pedagojik çıkarımları: Bütünleştirici bir derleme

Abstract

Artırılmış gerçeklik (AG), sanal gerçeklik (SG) ve metaverse ortamları gibi sürükleyici teknolojiler, yükseköğretimdeki en yerleşik uygulama alanı olan sanal laboratuvarlarla birlikte, yükseköğretimde öğretme ve öğrenme süreçlerini dönüştürme potansiyeline sahip yenilikçi araçlar olarak öne çıkmaktadır. Bu çalışma, söz konusu teknolojilerin bu bağlamdaki pedagojik rolünü inceleyen ve 2020–2025 yılları arasında yayımlanan araştırmalara yönelik bir alanyazın derlemesi sunmaktadır. Derlemede sistematik derlemeler, meta-analizler ve görgül çalışmalar sentezlenerek bütüncül bir yaklaşım benimsenmiştir. Bulgular, AG ve SG uygulamalarının kavramsal öğrenme, psikomotor beceriler ve uzamsal akıl yürütme üzerinde genel olarak olumlu etkiler gösterdiğini; metaverse tabanlı ortamların ise motivasyonu ve sosyal etkileşimi artırdığını ortaya koymaktadır. Bununla birlikte, bu olumlu çıktıların sürdürülebilirliği, öğrenme ortamlarının pedagojik açıdan sağlam biçimde tasarlanmasına bağlıdır. Yetersiz pedagojik tasarım ve aşırı sürükleyicilik, bilişsel yükü artırarak öğrenmenin etkililiğini sınırlayabilmektedir. Sonuç olarak, sürükleyici teknolojilerin yükseköğretimdeki pedagojik değeri teknolojinin kendisinden değil, öğrenme hedefleriyle uyumlu, kapsayıcı ve etik ilkelere dayanan öğretim tasarımlarından kaynaklanmaktadır.

Keywords

• yüksek öğretim
• artırılmış gerçeklik
• metaverse
• sanal gerçeklik
• sanal laboratuvarlar
• sürükleyici teknolojiler

Pedagogical implications of immersive technologies and virtual laboratories in higher education: An integrative review

Abstract

Immersive technologies such as augmented reality (AR), virtual reality (VR), metaverse environments, together with virtual laboratories as their most established application in higher education, have emerged as innovative tools with the potential to transform teaching and learning processes in higher education. This study presents a literature review of research published between 2020 and 2025 examining their pedagogical role in this context. The review adopts a holistic approach by synthesizing systematic reviews, meta-analyses, and empirical studies. The findings indicate that AR and VR applications generally have positive effects on conceptual learning, psychomotor skills, and spatial reasoning, while metaverse-based environments enhance motivation and social interaction. However, the sustainability of these positive outcomes depends on the pedagogically sound design of learning environments. Inadequate pedagogical design and excessive immersion may increase cognitive load, thereby limiting learning effectiveness. In conclusion, the pedagogical value of immersive technologies in higher education depends not on the technology itself, but on instructional designs that are aligned with learning objectives and grounded in inclusive and ethical principles.

Keywords

• higher education
• augmented reality
• metaverse
• virtual reality
• virtual laboratories
• immersive technologies

References

1. Almeman, K., EL Ayeb, F., Berrima, M., Issaoui, B., & Morsy, H. (2025). The Integration of AI and Metaverse in Education: A Systematic Literature Review. Applied Sciences, 15(2), 863. https://doi.org/10.3390/app15020863
2. Arofah, L., Hanurawan, F., Ramli, M., Chusniyah, T., & Hidayah, N. (2023). Predicting student engagement and mental health issues in the metaverse environment. Journal of Public Health, 45(4), e789–e790.
3. Aseeri, S., & Interrante, V. (2021). The influence of avatar representation on interpersonal communication in virtual social environments. IEEE Transactions on Visualization and Computer Graphics, 27(5), 2608–2617.
4. Aydin, F., & Çakır, H. (2025). A Systematic Review of Research for Design and Development in Immersive Virtual Reality Learning Environments. Eğitim Ve Toplum Araştırmaları Dergisi, 12(1), 114-135. https://doi.org/10.51725/etad.1683846
5. Ball, M. (2022). The metaverse: And how it will revolutionize everything. Liveright Publishing.
6. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
7. Breves, P., & Stein, J. P. (2023). Cognitive load in immersive media settings: The role of spatial presence and cybersickness. Virtual Reality, 27, 1077–1089. https://doi.org/10.1007/s10055-022-00697-5
8. Brinson, J. R. (2015). Learning outcome achievement in nontraditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218–237. https://doi.org/10.1016/j.compedu.2015.07.003

9. Cabero Almenara, J., Miravete-Gracia, M., & Palacios-Rodríguez, A. (2025). Aprendizaje en realidad virtual: Impacto en la carga cognitiva y el rendimiento del alumnado universitario. RED Revista de Educación a Distancia, 25(82). https://doi.org/10.6018/red.644621
10. Dubosc, C., Gorisse, G., Christmann, O., Fleury, S., Poinsot, K., & Richir, S. (2021). Impact of avatar facial anthropomorphism on body ownership, attractiveness, and social presence in collaborative tasks in immersive virtual environments. Computers & Graphics, 101, 82–92.
11. Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of augmented reality on students' learning gains. Educational Research Review, 27, 244–260.
12. Gittinger, M., & Wiesche, D. (2024). Systematic review of spatial abilities and virtual reality: The role of interaction. Journal of Engineering Education, 113(4), 919–938.
13. Hanine, H., Farajy, N., & Moumen, A. (2025). Virtual Laboratories in STEM Education: A Scoping Literature Review on E-Learning Innovation. Engineering Proceedings, 112(1), 17. https://doi.org/10.3390/engproc2025112017
14. Huang, X., Zhao, Q., Jiang, J., Kang, L., Huss, J., & North, L. (2025). Effects of level of immersion on cognitive and psychological outcomes in virtual reality science learning. Journal of Mathematics, Science and Technology Education, 2(1), 55–68.
15. İspir, B. (2024). The use of augmented reality, virtual reality and mixed reality in education: A bibliometric analysis. Eğitimde Nitel Araştırmalar Dergisi.
16. Jian, Y., & Abu Bakar, J. A. (2024). Comparing cognitive load in learning spatial ability: Immersive learning environment vs digital learning media. Discover Sustainability, 5(1), 111.
17. Kaur, D. P., Kumar, A., Dutta, R., & Malhotra, S. (2022). The role of interactive and immersive technologies in higher education: A survey. Journal of Engineering Education Transformations, 36(2), 79–86. https://doi.org/10.16920/jeet/2022/v36i2/22156
18. Khan, T., Johnston, K., & Ophoff, J. (2019). The impact of an augmented reality application on learning motivation of students. Advances in Human-Computer Interaction, 2019, 1–14. https://doi.org/10.1155/2019/7208494
19. Kourtesis, P., Lizarraga, A., & MacPherson, S. E. (2025). Immersive virtual reality assessments of working memory and psychomotor skills: A comparison between immersive and non-immersive assessments. Journal of Neuropsychology. Advance online publication. https://doi.org/10.1111/jnp.70014
20. Laine, T. H., & Lee, W. (2023). Collaborative virtual reality in higher education: Students' perceptions on presence, challenges, affordances, and potential. IEEE Transactions on Learning Technologies, 17, 280–293.
21. Li, G., Luo, H., Chen, D., Wang, P., Yin, X., & Zhang, J. (2025). Augmented reality in higher education: A systematic review and meta-analysis of the literature from 2000 to 2023. Education Sciences, 15(6), 678. https://doi.org/10.3390/educsci15060678
22. Llanos-Ruiz, D., Abella-García, V., & Ausín-Villaverde, V. (2025). Virtual Reality in Higher Education: A Systematic Review Aligned with the Sustainable Development Goals. Societies, 15(9), 251. https://doi.org/10.3390/soc15090251
23. Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225–236. https://doi.org/10.1016/j.learninstruc.2017.12.007
24. Martín-Valero, R., Vega-Morales, A., Martín-Vega, F. J., Rodriguez-Huguet, M., Rodríguez-Martínez, M. C., & Vinolo-Gil, M. J. (2025). Effectiveness of augmented reality in the teaching of health university students: Quasi-experimental study. JMIR Serious Games, 13, e54312. https://doi.org/10.2196/54312
25. Massa, F., Buonocore, S., De Amicis, R., Tarallo, A., & Di Gironimo, G. (2025). Impact of cognitive load on learning in immersive virtual reality environments. In Proceedings of the AHFE International Conference (Vol. 178). AHFE International. https://doi.org/10.54941/ahfe1006343
26. Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.
27. Mondellini, M., Pirovano, I., Colombo, V., Arlati, S., Sacco, M., Rizzo, G., & Mastropietro, A. (2023). A multimodal approach exploiting EEG to investigate the effects of VR environment on mental workload. International Journal of Human–Computer Interaction, 40(20), 6566–6578. https://doi.org/10.1080/10447318.2023.2258017
28. Mystakidis, S. (2022). Metaverse. Encyclopedia, 2(1), 486–497. https://doi.org/10.3390/encyclopedia2010031
29. Nasirova, N. (2025). Motivation, augmented reality and academic achievement in student groups. Science European, (160)
30. Nasri, M., Kosa, M., Chukoskie, L., Moghaddam, M., & Harteveld, C. (2024). Exploring eye tracking to detect cognitive load in complex virtual reality training. In Proceedings of the IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct) (pp. 51–54).
31. Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrović, V. M., & Jovanović, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, 95, 309–327. https://doi.org/10.1016/j.compedu.2016.02.002
32. Pradana, M., & Elisa, H. P. (2023). Metaverse in education: A systematic literature review. Cogent Social Sciences, 9(2). https://doi.org/10.1080/23311886.2023.2252656
33. Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
34. Sellberg, C., Nazari, Z., & Solberg, M. (2024). Virtual laboratories in STEM higher education: A scoping review. Nordic Journal of Systematic Reviews in Education, 2, 58–75. https://doi.org/10.23865/njsre.v2.5766
35. Škola, F., Bošković, D., Rizvić, S., Skarlatos, D., & Liarokapis, F. (2023). Assessing user experience and cognitive workload in virtual reality digital storytelling. International Journal of Human–Computer Interaction, 40(6), 1479–1486. https://doi.org/10.1080/10447318.2023.2241158
36. Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://www.sciencedirect.com/science/article/pii/S0148296319304564
37. Sviridova, E., Yastrebova, E., Bakirova, G., & Rebrina, F. (2023). Immersive technologies as an innovative tool to increase academic success and motivation in higher education. Frontiers in Education, 8, Article 1192760. https://doi.org/10.3389/feduc.2023.1192760
38. Tene, T., Guevara, M., Moreano, G., Vera, J., & Gomez, C. V. (2024). The role of immersive virtual realities: Enhancing science learning in higher education. Emerging Science Journal, 8, 88–102.
39. Thees, M., Kapp, S., Strzys, M. P., Beil, F., & Kuhn, J. (2020). Effects of augmented reality on learning and cognitive load in physics education. Learning and Instruction, 68, 101270. https://doi.org/10.1016/j.learninstruc.2020.101270
40. Thomann, H., Zimmermann, J., & Deutscher, V. (2024). How effective is immersive VR for vocational education? Analyzing knowledge gains and motivational effects. Computers & Education, 220, 105127.
41. Thorp, S. O., Rimol, L. M., Lervik, S., Evensmoen, H. R., & Grassini, S. (2024). Comparative analysis of spatial ability in immersive and non-immersive virtual reality: The role of sense of presence, simulation sickness, and cognitive load. Frontiers in Virtual Reality, 5.
42. Tınmaz, H., & Fanea-Ivanovici, M. (2024). Ethical challenges of the metaverse in higher education. Educational Technology Research and Development, 72, 1879–1901. https://doi.org/10.1007/s11423-023-10371-6
43. Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4(3), 356–367.
44. Wang, W. S., Lin, C. J., Lee, H. Y., Wu, T. T., & Huang, Y. M. (2023). Feedback mechanism in immersive virtual reality influences physical hands-on task performance and cognitive load. International Journal of Human–Computer Interaction, 40(15), 4103–4115. https://doi.org/10.1080/10447318.2023.2209837
45. Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52(5), 546–553.
46. Zontou, E., Kaminaris, S., & Rangoussi, M. (2024). On the role of virtual reality in engineering education: A systematic literature review of experimental research (2011–2022). European Journal of Engineering Education, 49(5), 856–888