In the field of education, virtual reality (VR) offers learners an immersive and interactive learning experience, allowing them to comprehend challenging concepts and ideas more efficiently and effectively. VR technology has enabled educators to develop a wide range of learning experiences, from virtual field trips to complex simulations, that may be utilized to engage students and help them learn. Learning theories and approaches are essential for understanding how students learn and how to design effective learning experiences. This study examines the most recent published findings in educational theories and approaches connected to the use of VR systems for educational and tutoring purposes. Seventeen research studies that meet the search criteria have been found in the database, and each of them focuses on at least one learning theory or learning approach related to educational systems using VR. These studies yielded five educational approaches, one methodology, five learning theories and one theoretical framework, which are presented in the context of virtual reality in education. These include constructivism learning, experiential learning, gamification of learning, John Dewey’s theory of learning by doing, flow theory, Cognitive Theory of Multimedia Learning, design thinking, learning through problem solving, scientific discovery learning, social constructivism, cognitive load theory and the Technology Pedagogical Content Knowledge Framework (TPACK). A major finding of this study is that constructivism learning is the most often utilized learning theory/method, Experiential Learning is most appropriate for VR and the gamification of learning has the greatest future potential.

During the last decade, there has been a substantial increase of interest in studies related to Virtual Reality (VR) as a learning tool. This paper presents a systematic literature review of personalization strategies utilized in immersive VR for educational objectives in the classroom. For the purposes of this review, 69 studies between 2012 and 2022 were analyzed in terms of their benefits, limitations and development features. The novelty of the study mainly arises from the in-depth analysis and reporting of personalization strategies as well as gamification techniques used in VR applications. The significance of this research lies in the observation that earlier studies’ applications did not sufficiently incorporate adaptive learning content, indicating the necessity for more research in this field and revealing a research gap. In conclusion, as it encourages future research of this field, this study may be a beneficial reference for those interested in researching the implementation of Virtual Reality in education, including academics, students, and professionals.

While creative, the metaphor of Prometheus' gift and Pandora's box perhaps needs to be brought full circle in connecting the ethical and instructional implications that VR holds for medical education, such as framing the "gift" as one in which VR can...