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IJEM
37,5 Prospects of augmented reality and
virtual reality for online education:
a scientometric view
1042 Chandan Kumar Tiwari
College of Economics and Business Administration,
Received 13 October 2022
Revised 19 June 2023
University of Technology and Applied Sciences, Muscat, Oman
Accepted 11 July 2023 Preeti Bhaskar
Department of Business Studies, Ibra College of Technology, Ibra, Oman and
ICFAI Business School, ICFAI University Dehradun, Dehradun, India, and
Abhinav Pal
Symbiosis Centre for Management Studies, NOIDA,
Symbiosis International University, Pune, India

Abstract
Purpose – Augmented reality (AR) and virtual reality (VR) are becoming increasingly interwoven into people’s
daily lives, with applications in fields such as science, engineering, medical, the arts, education, finance and
business. While much study has been conducted in the field of VR and AR in a variety of areas, less attention has
been paid to online education. The purpose of this research is to conduct a systematic review of studies on AR and
VR, as well as its applications in many disciplines of education, with a special emphasis on online education.
Design/methodology/approach – The data were gathered from the SCOPUS database under the subject
“Augmented and Virtual Reality Applications in Online Education.” The Preferred Reporting Items for
Systematic Reviews and Meta-Analyses (PRISMA) format has been used to summarize the available literature
and research in academics throughout the world. First, systematic literature reviews and later bibliometric
analysis were conducted for performance and science mapping analysis.
Findings – The research adds to the body of knowledge about the role of AR and VR in online education and its
future prospects. AR and VR have demonstrated a substantial contribution to facilitating teaching in a variety of
fields, including engineering, medicine, nursing and chemistry. Additionally, this research indicates that AR and
VR can be utilized to teach various areas and specialties. Additionally, it can be used in other aspects of online
education, such as admissions, industry visits, training, internationalization and specific courses for students with
disabilities.
Practical implications – This research lays the framework for educational institutions, legislators and
researchers to investigate additional applications of VR and AR. Though this research suggests some possible
uses for AR and VR in the online education system, more applications can be integrated into the online
education system to fully leverage the potential of AR and VR worldwide. AR and VR have the potential to be a
very cost-effective method of delivering online education on a wide scale in the future.
Originality/value – The article explores the applicability of VR and AR in education using bibliometric
analysis. This is one of the first studies to do an assessment of VR and AR, evaluating their strengths,
drawbacks and current applications. Future application areas are also identified as a result of the investigation.
Keywords Augmented reality, Virtual reality, Education, Learning, Online education, Bibliometric analysis
Paper type Research paper

1. Introduction
All of the elements of a new digital age are coming together at once. In a cohesive, immersive
experience, the metaverse serves as the driving force that brings all of these parts together into
one. “The metaverse will undoubtedly penetrate every sector in some form in the next years,
International Journal of
Educational Management
Vol. 37 No. 5, 2023
pp. 1042-1066 Since acceptance of this article, the following author(s) have updated their affiliation(s): Preeti Bhaskar is at the
© Emerald Publishing Limited College of Economics and Business Administration, University of Technology and Applied Sciences, Ibra,
0951-354X
DOI 10.1108/IJEM-10-2022-0407 Oman.
with the market opportunity estimated at more than $1tn in annual revenues,” according to a Prospects of
recent assessment by Morgan (2022). Another study, on the other hand, points out that social AR and VR for
media firms, gaming companies, electronics companies and airlines are all going into the meta-
verse realm, which is experiencing the actual world in a digital space (Economist, 2021). Virtual
online
reality (VR) and augmented reality (AR) have a huge role in the Metaverse. A wide range of education
industries, including medicine, engineering design, robotics, manufacturing, marketing,
maintenance and repair, entertainment and fashion, have discovered applications for AR and
VR because of technological breakthroughs in the recent years (Singh et al., 2022; Hasan et al., 1043
2022; Runji et al., 2022; Silvestri et al., 2022). Education is no stranger to this new reality and has
huge potential for the education industry. Education institutions are using VR, AR, simulation
games, avatars, gamification, extended reality and other technological innovations for an
immersive learning experience (Marks and Thomas, 2022; Gaol and Prasolova-Førland, 2022;
Yadav and Gupta, 2022; Gupta and Bhaskar, 2020, 2023).
Technological advancement has largely benefited the education industry, especially after the
Covid-19 pandemic (Vergara et al., 2022; Shaturaev et al., 2022; Raja and Lakshmi Priya, 2022).
Educational institutions, educators and students have adapted to new realities expedited by the
Covid-19 pandemic (Collins et al., 2022; Ali et al., 2021; Cullinane et al., 2022; Joshi et al., 2020). The
teachers are using AR and VR as innovative educational tools for a better teaching-learning
experience. Teachers reported that using these technologies has increased student engagement,
interaction, cognitive skills and social skills (Alblehai, F.M., 2022; Lamo et al., 2022;
Zholaushievna et al., 2022). Moreover, students also reported high retention and better
learning experience when using AR and VR (Baabdullah et al., 2022; Nounou et al., 2022;
Monfared et al., 2022). Thus, it can be clearly inferred that the transformation of learning
modalities has benefitted all the main stakeholders of the education industry.

1.1 Augmented reality and virtual reality in education

AR and VR are both immersive technologies that alter our perception of the real world
(Laghari et al., 2021; Scrivner et al., 2019). AR enhances the perception of reality through
an interactive experience that mixes the real world and computer-generated information.
VR, on the other hand, creates a completely immersive digital environment that simulates
reality and replaces the physical world. Although AR and VR have their own applications
and user interfaces, they share the goal of immersing users in interactive digital
environments. Both AR and VR can bring significant benefits to traditional learning and
online education (Al-Azawi et al., 2019; Liou et al., 2017). Observing the current trends, AR
and VR are also transforming online education (Andr
es, 2009; Tsai, 2019). Online
education is a method where education is imparted over the Internet without the student
needing to attend the institution physically. AR and VR are set to transform traditional
and online education in several ways. For example, in traditional teaching environment,
AR can be used in science class room where students can use AR-enabled apps or devices
to visualize and interact with virtual elements, such as dissecting a virtual organism or
exploring the Solar System. In online teaching environment, AR applications allow
students to scan textbook images using their mobile devices, which then overlay
additional interactive content, such as 3D models or videos, providing a more engaging
and visual learning experience. In similar way, in traditional teaching environment,
students can use VR headsets to explore historical sites, take virtual field trips to remote
locations or experience simulations that are not feasible in real-life settings, such as
exploring the depths of the ocean or traveling to outer space. In online teaching
environment, VR can be used by medical students where they can virtually practice
surgical procedures or chemistry students can conduct virtual experiments in a
controlled and safe environment.
IJEM The AR and VR technologies are still in their infancy stage; it is critical to have a broad
37,5 understanding of their development and application in the realm of online educational settings.
Literature review reveals the benefits, drawbacks, efficacy and challenges associated with AR
and VR in online education (Tsai, 2019). AR and VR create an immersive experience and
engagement for a learner (Lewington, 2020). The technologies enable the deployment of
knowledge and information in a creative and integrated way that incites motivation among
students. AR and VR have the potential to create unique learning opportunities in the online
1044 education world (Awoke et al., 2021). For example, students wear advanced glasses and
headphones linked to the Internet through desktop, tablet or smartphone and can experience the
real world in a fraction of a second. In the virtual world, external stimuli have no effect on a
person, and they can fully concentrate on learning (Zholaushievna et al., 2022). The
implementation of AR and VR in an educational environment involve various costs related to
hardware, software, VR headsets, AR glasses, sensors, AR and VR applications, cameras, 3D
models, tracking devices, computing equipment, content development, software licenses or
subscriptions, continuous maintenance training programs, workshops additional IT staff
(Liagkou et al., 2019; Ardiny and Khanmirza, 2018).
The following is the organization of the research: The first section provides an overview of
the research paper’s subject. Section 2 outlines the study’s objectives and research questions.
Section 3 summarizes the methodology including data collection and processing and Section
4 presents the review of literature. Section 5 performs the bibliometric analysis and presents
the results of the study. Section 6 provides the discussion of the results and addresses the
research questions outlining present and future applications of AR and VR in education
environment, section 7 concludes the study, Section 8 describes the implications of the study
for major stakeholders, and finally Section 9 highlights the limiations of the study and
provide future research directions.

2. Objective and research questions

Through a comprehensive examination of the literature, the objective of this paper is to
explain how these technologies can be used to facilitate teaching and learning.
Furthermore, the purpose is to examine the benefits of using such technology into areas
of education including online education in order to make it more enjoyable for both teachers
and students.
Systematic reviews are gaining popularity as a technique for obtaining and synthesizing
massive amounts of data. Bibliometric analysis is a frequently used and comprehensive
method for locating and analyzing enormous amounts of scientific content. It helps us to
study a discipline’s evolution while also providing insight into the field’s increasing regions
(Donthu et al., 2021). We want to undertake our research after doing a thorough literature
review and bibliometric analysis in order to extensively present the current trends and
development in literature worldwide.
Therefore, beyond exploring the current trends and development in academic literature,
the following major research questions have been addressed in the present investigation.
RQ1. What are the current applications and resulting advantages of AR and VR in online
education?
Numerous global studies have demonstrated that AR or VR systems and environments
accelerate the acquisition of knowledge and skills by students more than any other
instructional method (Wilkerson et al., 2022; Mohammadyari and Singh, 2015). Alike any
other emerging technologies, the scholars wish to investigate the future prospects and
potentials of immersive technology like AR and VR in mounting virtual education. Therefore,
we propose the following research question.
 RQ2. Based on the systematic literature review; what are the future prospects of these Prospects of
immersive technologies in online education? AR and VR for
In order to attain the research objectives and to answer the research questions, we have online
adhered to certain guidelines. The steps for conducting a systematic review of the literature education
have been previously described and were followed in this study (Pal et al., 2021a, b; Bhaskar
et al., 2021a, b; Parris and Peachey, 2013).
1045
3. Methodology
3.1 Database
SCOPUS was chosen for this research since it is one of the most comprehensive and diverse
bibliometric databases accessible. Numerous researchers have recommended and use
SCOPUS database for systematic literature review (Hidalgo-Mar
ı et al., 2023; Yap et al.,
2022; Palumbo and Manna, 2019; Rashid and Mustafa, 2020; Behl et al., 2022 Jayawardena
et al., 2021). SCOPUS offers comprehensive coverage of high-quality, research papers
across various disciplines, thus making it suitable for seeking a broad representation of
research article in selected research field. SCOPUS has rigorous selection process for
inclusion of high-quality peer-reviewed journals (Bhaskar et al., 2021a, b; Hamzah
et al., 2022).
To satisfy the objectives of the study, published articles were identified through a search
of the SCOPUS database at the university library system of the authors. All findings were
restricted to English-language material and retrieved.

3.2 Inclusion and exclusion criteria

The initial search was made without respect for document release dates, using the following
keywords.
TITLE-ABS-KEY (augmented AND reality AND in AND online AND education).
TITLE-ABS-KEY (virtual AND reality AND in AND online AND education).
The number of articles containing the specified keywords was determined. Following that,
the study included only relevant papers, while excluding irrelevant ones.
The following criteria were used to select papers for further examination as suggested by
previous studies (Bhaskar et al., 2021a, b; Parris and Peachey, 2013).
(1) The article must be written in English;
(2) be a part of an article, an article in press, or a review paper (as defined in the document
type), rather than a conference review, conference paper, book chapter, or editorial.
These documents were omitted because they were not peer reviewed.
(3) the primary focus of the article is on AR and VR in online education; and
(4) performs quantitative or qualitative research on how these technologies are
implemented in online education.
Articles were omitted if any of these four components were not addressed in the abstract,
objectives, methodology, results, or discussion sections of the study, as defined by PRISMA
(Preferred Reporting Items for Systematic Reviews and Meta-Analyses) we have followed the
latest PRISMA guidelines for screening and reporting of research publications. There were a
total of 3,091 documents retrieved. All articles were thoroughly checked to ensure they
satisfied the aforementioned inclusion criteria. Finally, from a large collection of 572 peer-
reviewed journals, 939 works published between 1994 and 2022 that met the inclusion criteria
were chosen (see Figure 1).
IJEM
37,5

1046

Figure 1.
Steps in data collection
and processing

4. Review of literature
Systematic reviews are gaining popularity as a technique for obtaining and synthesizing
massive amounts of data. Our studies demand it to outline the major literature in the field.
The AR and VR has been studied in depth in the education sector. But certainly, the relevance
in the online education field is still emerging. This type of study has significant post-
pandemic ramifications due to the rapid expansion of online education and to investigate the
role of emerging education technologies. In addition, the extracted literature reveals that the
technology has received significant contributions from the field of science, including medical
and engineering education. The developments in this research domain can be measured from
the year 1994 till 2022. According to the literature, more than 60% of studies on AR and VR
and its application to online education were published after 2010.
The subject of AR and VR in the online education domain have been explored through
experiments in teaching and learning environment (Khodabandeh, 2022; Hsieh, 2021;
Avanzato, 2018). Some other scholars have investigated AR and VR experiences of teachers
and learners using survey and questionnaires (Low et al., 2022; Vagg et al., 2020; Luo et al.,
2017). At the same time, scholars have also presented the review of work on the domain (Dhar
et al., 2021; Arbour et al., 2015) Thus, we now describe some of the key contributions made
over the aforementioned period by the extant literature (see Table 1).
With the help of the survey of the literature mentioned above, the significant application
and resultant benefits of using AR and VR technologies can be observed here. This proves to
be an evolving area of research. In the next section, we delve into analysis and results of
our study.

5. Analysis and results

The study used bibliometric analysis to examine global literature on AR and VR in online
education. Bibliometric analysis is a comprehensive way to find and analyze scientific
content. It helps us study a discipline’s evolution and its growing areas (Donthu et al., 2021).
Bibliometric analysis is specifically very useful for the current study since its an objective
way to collate, categorize and track existing research (Walsh and Renaud, 2017). Bibliometric
analysis is an efficient approach to study the quantitative aspects of research publications in
Authors Purpose Methodology Findings
Prospects of
AR and VR for
Wilkerson et al. To evaluate the efficacy of Survey (quantitative The VR videos boosted online
(2022) immersive technologies and qualitative) student interest and
such as VR videos as a tool confidence. Quality education
for remote education hardware improves VR
videos
Low et al. (2022) To analyze the impact of Questionnaire on survey Multiple constructs, namely 1047
augmented reality on from Keller Arcs Model “Attention,” “Relevance,”
chemical engineering “Confidence,” and
students’ learning “Satisfaction,” were
motivation and positively impacted by the
performance use of AR technology on
students’ motivation to learn
Khodabandeh To determine how VR- Experiments comparing VR-enhanced education
(2022) enhanced classes affect control groups taught improved both introverts
extrovert and introvert EFL using VR and non-VR and extroverts’ paragraph
writers techniques writing skills. No
performance differences are
seen
Rocha et al. (2022) To examine teachers’ and Technology Acceptance Post-pandemic, participants
students’ acceptance of Model (TAM) plan to implement WebVR
WebVR to circumvent video as an alternative teaching
conferencing limitations method for emerging
learning scenarios
Hsieh (2021) To evaluate the efficacy of Experiments with The AR learning strategy
the proposed mobile AR control groups enhanced the students’
system with a marine understanding and
education teaching strategy motivation. They
for primary school teachers simultaneously develop an
interest in studying
sustainability
Dhar et al. (2021) To examine how augmented Extensive Literature Medical students learn
reality (AR) is used in Review better with AR. Gain social
medical training and and practical medical skills
education
Vagg et al. (2020) To explore medical and Online questionnaire Participants in the study
allied healthcare students’ viewed AR as a practical
attitudes toward learning tool that can
multimedia learning aids complement traditional
including AR teaching methods
Yali and Huijie To investigate VR and X3D X3D and other X3D was used to create
(2020) technologies and the virtual technologies create university scenes. Users can
campus’ roaming system campus scenes navigate with a mouse and
keyboard
Ip et al. (2019) To develop methods for Techniques developed Immersive MOOCs can be
immersive MOOC learning for the production of a delivered using research-
MOOC for distant based methods
learners
Jim
enez (2019) To investigate the Chemical concepts were Immersion and 3D
application of AR and VR to studied using 3D visualization improved
teach chemistry at the high interfaces, haptics and learning and engagement
school or college level head-mounted displays Table 1.
A detailed survey of
(continued ) the literature
IJEM Authors Purpose Methodology Findings
37,5
Avanzato (2018) To investigate how virtual Virtual world Sharing documents and
world technologies can help technology experiment images in a team project
students in an online improved student
computer engineering communication and
course interaction
1048 McHaney et al. To design a simulation- An online lesson that Simulators boost student
(2018) based online course incorporates simulation happiness and performance.
software It gives feedback on
teaching with simulations
Chetlen et al. (2017) To investigate the use of Critical analysis in a VJCs provide a forum for
Virtual Journal Clubs (VJCs) virtual or traditional teaching and student
in medical education medical journal club participation in the critical
assessment of radiology
literature
Luo et al. (2017) To examine how gaming Mixed-method research Teacher candidates adapted
experience and gender involving focus groups online learning. They better
affect virtual classroom and survey understood virtual field
presence experiences and wanted to
participate
Warden et al. To determine how gaming Students are engaged Non-gamers and women
(2016) experience and gender via online lectures, participated in equal
affect participants’ sense of online homework and in- numbers in a virtual world
presence in a virtual class demos classroom
classroom
Donnelly et al. To compare online The pilot study between Traditional and virtual
(2016) education with virtual the traditional group groups are similar in
microscopy (VM) to and virtual group screening and interpreting
traditional teaching students
methods using light
microscopy (LM)
Arbour et al. (2015) In midwifery education, Review Innovative use of
examine virtual classrooms, technology boosts student
unfolding case studies and success by fostering
online return clinical skill connectedness. It also
demonstrations improves their clinical
creativity and critical
thinking
Tsai et al. (2014) To evaluate articles on Systematic Literature Since 2009, there is an
augmented reality (AR) and Review increase in the number of
online education, focusing augmented reality and
on AR’s design to promote online education
student learning
Maidenbaum et al. To develop a tool to improve Experiments through Visually impaired or blind
(2013) the ability of visually Hardware people can perform
impaired learners previously impossible tasks,
such as virtual navigation
and improving the
accessibility of online 3D
environments and objects
Sulaiman et al. To study the requirements Methodology for A combination of different
(2013) to perform immersive teaching, Social Network technologies in education
learning for active online Sites and E-Learning improves the connection
learning System between educators and
learners (students)

Table 1. (continued )
Authors Purpose Methodology Findings
Prospects of
AR and VR for
Mej
ıas Borrero To develop new engineering Participation in Games, Augmented Reality Labs online
and And
ujar lab practices and teaching/ Questionnaire improve Virtual Labs and
M
arquez (2012) learning concepts Remote Labs, enhancing education
online learning
G€
ung€or and To apply the cognitive Cognitive model and Students struggle with
Demirbaş (2011) model and socio-cultural socio-cultural theory online learning. In a virtual 1049
theory in Computer-assisted environment, opinion polls,
language learning forum sites, chat boards and
virtual meetings engage
students in class
Bronack (2011) To understand the role of Review paper Immersive media in online
immersive media in online education has helped
education teachers and students with
game-based, simulation-
based and virtual world-
based learning
Source(s): Author’s own representation Table 1.

the concerned field of study (Andr
es, 2009). In comparison to other techniques, bibliometric
analysis is able to generate more reliable and objective results (Aria and Cuccurullo, 2017).
The aim of the study is to present a comprehensive study considering the SCOPUS database,
as this is more pertinent to our research, and more easily accessible. As the study intends to
predict forwards and growing trends in the area of research, the current study has employed
bibliometric analysis.
As part of Bibliometric Analysis (Mukherjee et al., 2022; Tiwari and Pal, 2022), authors
would analyze publication trends, citations, journal publication metrics and science mapping
through Authors collaboration, keyword analysis, three field plot, trend topics using R
Bibliometrix package (Aria and Cuccurullo, 2017) and VOS Viewer Visualization tool (Van
and Waltman, 2013).
R Bibliometrix is one of the many tools that are employed for scientometric and
bibliometric analysis. It is used and written in the open-source R language, which has ample
availability of comprehensive, efficient statistical techniques, availability of excellent
numerical procedures and collection of data visualization tools which makes R-bibliometrix
arguably the most relevant software tool for our study (Aria and Cuccurullo, 2017).
R Bibliometrix extracted the published document statistics (Table 2). Since 1994, there
have been 1,000 peer-reviewed articles in 600 journals. Due to technological advances in all

Summary statistics

Time Span 1994–2022

Sources 572
Documents 939
Annual Growth Rate 19.27%
Authors 3,461
International Co-Authorship 19.28%
Co-Authors Per Document 3.93
Author’s Keywords 2,551 Table 2.
Average Citations Per Document 22.28 Summary statistics of
Source(s): Author’s own representation published articles
IJEM fields, including education, research output has grown 19.27% annually. Around 3,500
37,5 authors have contributed to this field of research and collaborated internationally, proving its
global utility. The depth of research is shown by the 23 average citations per document. An
average of 23 citations per document is generally considered quite high. It suggests that, on
average, each document produced by the researcher or institution has been referenced and
cited by other researchers in approximately 23 separate publications. This indicates that the
work has had a significant impact on the field and has contributed to advancing knowledge
1050 and understanding within the scientific community.

5.1 Performance analysis

(1) Trend Analysis
The significance of the present topic for research can be estimated through analyzing the
performance through trend in publications. It can be observed that there has been substantial
growth in the frequency of publications of the concerned literature post-2003, whereas in the
year 2021, there was the highest number of publications. This is due to the fact that online
education is emerging around the world post 2020 as a result of pandemic. Considering the
impressive potential of AR and VR in online education, the area seems to continuously seek
attention from the scholars in the times to come as evident through the annual scientific
production (Figure 2).
(2) Citations Analysis
Moreover, the rising trend of trend of publications is also evident through growing citations
in the field. The average citations per year depicts the significance of published work in the
field which has gradually being increasing year after year to over 10 citations per year
recently (Figure 3). This supports the real world applications and resultant benefits of AR and
VR technologies in the education domain.
The authors extracted the most cited documents to find the most important publications
and their relevance. Table 3 lists cited articles and their sources. It also displays the selected

Figure 2.
Year-wise publications
between 1994 and 2022
 Prospects of
AR and VR for
online
education

1051

Figure 3.
Average article
citations per year
between 1994 and 2022

Total TC per Normalized

Paper citations year TC

Eysenbach G, 2004, British Medical Journal 869 45.74 10.16

Kamel Boulos MN, 2006, BMC Medical Education 762 44.82 12.1
Eysenbach G, 2008, Journal of Medical Internet Research 747 49.8 9.62
Margaryan A, 2011, Computers and Education 554 46.17 13.53
De Jong T, 2013, Science 486 48.6 12.38
Chick RC, 2020, Journal of Surgical Education 451 150.33 20.66
Radianti J, 2020, Computers and Education 439 146.33 20.11
Warburton S, 2009, British Journal of Educational Technology 438 31.29 8.95
Potkonjak V, 2016, Computers and Education 388 55.43 14.67
Shea P, 2006, Internet and Higher Education 331 19.47 5.25
Ellaway R, 2008, Medical Teacher 312 20.8 4.02
Rovai AP, 2003, Internet and Higher Education 303 15.15 9.61
Basdogan C, 2004, IEEE Computer Graphics and Applications 281 14.79 3.28
Balamuralithara B, 2009, Computer Applications in 265 18.93 5.42
Engineering Education
Fleming TM, 2017, Frontiers in Psychiatry 262 43.67 9.55
Kemball-Cook G, 1998, Nucleic Acids Research 210 8.4 3.72
Panigrahi R, 2018, International Journal of Information 190 38 11.74
Management
Barbour MK, 2009, Computers and Education 188 13.43 3.84
Gustavsson I, 2009, IEEE Transactions on Learning 179 12.79 3.66
Technologies Table 3.
Chow M, 2012, Computers and Education 177 16.09 6.42 Most global cited
Source(s): Author’s own representation documents

articles’ yearly and normalized total citations. The most cited article (869) (Eysenbach et al.,
2004) evaluated computer-based peer-to-peer health communications. The BMJ study was
cited 46 times in a year, with over ten normalized citations. Normalized citation compares an
article to averages. Another influential study with 760 citations examined the role of wikis,
IJEM blogs and podcasts in digital learning (Boulos et al., 2006). The study received 45 citations per
37,5 year, with over 12 normalized. The table shows that immersive technology is popular in
medical, computer and science education.
(3) Journal Publication Metrics
Table 4 shows the most relevant sources for published work on AR and VR in online
education (c). Computers and Education (31) is the top source for current and related research,
1052 followed by Computer Applications in Engineering Education (14). British Journal of
Educational Technology is the third most important source for relevant literature, with 13
publications. The majority of published research on AR/VR in online education focuses on
technical, medical, or scientific fields like computer science and engineering. The Journal of
Computers and Education allows 31 publications. These journals are useful for current and
future scholars. The journal metrics emphasize expanding one’s domain knowledge to
publish in social sciences, business and administration.

5.2 Science mapping analysis

(1) Authors Collaboration Network – Country wise
The co-authorship analysis used VOS viewer on countries with at least five publications. As
shown in Figure 4, the US produces the most publications, followed by the UK and China.
Also, articles co-authored by scholars from different nations form clusters. Several European
countries, including Italy, Germany, the Czech Republic, Belgium, Ireland, Canada and Israel,
have collaborated on AR and VR research for online education. Coauthors come from
Malaysia, Greece, Indonesia, India, Saudi Arabia and Russia. In a global context, there are few
contributions from the rest of the world given the importance of education and technology in
connecting people. This shows a lack of participation in this area of research, so researchers
from around the world can investigate and study it.
(2) Keyword Analysis
In bibliometrics, keyword analysis is a popular topic. Keyword analysis can yield new
bibliometric indicators and methodologies for this subject area (Wang and Chai, 2018). Our
keyword research is two-staged (Figures 5 and 6). The first word cloud analysis in Figure 5
shows the most common author words. More often it occurs, the bigger the word. VR,
human and education are the most used words after teaching, students and medical
education.

Sources Articles

Computers and education 31

Computer applications in engineering education 14
British journal of educational technology 13
International journal of emerging technologies in learning 12
International journal of continuing engineering education and life-long learning 11
Computers in human behavior 9
Journal of medical internet research 9
Plos one 9
Education and information technologies 8
Table 4. IEEE transactions on learning technologies 8
Most relevant sources Source(s): Author’s own representation
 Prospects of
AR and VR for
online
education

1053

Figure 4.
Author’s collaboration
country wise

Figure 5.
Word cloud

In Figure 6, keyword analysis was also performed. The co-occurrence network separates
themes. First, the relationship between VR and humans, education, teaching, male, female,
article, curriculum and coronavirus has been established. Second, AR has been studied using
e-learning, students, online systems, computer aided systems, engineering education, etc. VR
has been studied more than AR. This suggests that engineering and medical education are
embracing these technologies. There is a huge opportunity to use these technologies in
economics, business and management.
IJEM
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1054

Figure 6.
Keyword co-
occurrence network

(3) Three Field Plot Analysis

Three field plots help analyze authors’ intellectual structure and contributions. Using three
field plot analyses, we link authors, country of correspondence and research themes. Figure 7
On the left are the authors’ names, their countries and the keywords used to research AR and
VR in online education. Links indicate the authors’ field of study. Dev and Heinrichs (2008)
and Chen and Tsai (2012) have done extensive research on VR. The analysis shows that
researchers from the US, UK and China have dominated the field. After Covid-19, online
education and research in educational technologies increased. Our research investigates the
latest developments in this field.
(4) Trending Topics
Popular scientometric analysis tools are incomplete without trending topics. Figure 8 depicts
1997–2022 trending topics. Since 2000, research topics have varied. In the late 1990s and early
2000s, AR and VR research focused on mathematics models, interactive computer systems
and computer networks. By 2010, the focus shifted to information processing, health care
quality, experiments and educational technology. After a decade, research shifted to AR and
VR in e-learning and curriculum and more recently to pandemic, communicable disease
control and mixed reality. In addition, terms containing VR appear over 600 times, followed
by education and human, supporting our earlier keyword analysis. This analysis will help the
global research community spot trending topics and examine unexplored themes.
 Prospects of
AR and VR for
online
education

1055

Figure 7.
Three field plot

6. Discussion
Technologies like AR and VR have tremendous applications in all fields, including education
and e-learning. Applications of these technologies have enriched the teaching and learning
experience for teachers as well as learners. In the present section, the attempt has been made
to answer the research questions of the study.
RQ1. What are the current applications and resulting advantages of AR and VR in online
education?
Teachers can teach online and remotely with virtual environments and new pedagogy
tools. AR and VR have teaching, training and learning uses. AR helps skill-learning in today’s
information-driven world (Mathews, 2010; Rosenbaum et al., 2007). Dynamic models and
complex causation are easier to grasp in an AR-based learning environment (Rosenbaum
et al., 2007). AR encourages students’ curiosity and improves their investigative skills (Huang
et al., 2016). This improves understanding of a subject (Sotiriou and Bogner, 2011). Immersive
and collaborative AR applications benefit children with low spatial ability (The Mendeley
Support Team and Kaufmann, 2003; Martn-Guti
errez et al., 2010). VR can facilitate teacher-
student interaction, improving learning (Bhaskar et al., 2022; Dede, 2009).
AR improves psychomotor-cognitive skills by adding visual and tactile clues. Kotranza
et al. (2009) integrated touch sensors in a physical environment, collected sensor data to
evaluate learners’ performance and transformed performance data to visual feedback. This
allowed instant answers. Learning is hard. Students have trouble visualizing events like earth
rotation. AR allows students to manipulate virtual objects and observe rare phenomena.
These learning experiences help students develop critical thinking skills, understand
invisible occurrences and correct misconceptions (Liu et al., 2009; Sotiriou and Bogner, 2011).
IJEM
37,5

1056

Figure 8.
Trend topics
Besides science and math, AR can be used to improve students’ English listening and Prospects of
speaking abilities (Liu, 2009). According to the National Science Foundation, AR games AR and VR for
engage students in academic content and practices by activating past knowledge and
connecting prior information to the real environment (Squire and Klopfer, 2007).
online
VR in engineering education can immerse students in a CAD system where they can education
develop complex design and analysis skills. The same virtual environment enables student-
project team or teacher interaction. Students develop the problem-solving skills needed for
engineering success. VR enables new visualization methods by using visual representations. 1057
It requires active student participation, which stimulates them and improves learning. VR
does not require a physical classroom presence, so learners can move at their own pace. This
technology can also help disabled students participate in an experiment or educational
environment (Pantelidis, 2010). VR with text access improves cross-cultural communication
and learning. It bypasses language restrictions. New tools like “Oculus Rift” allow these
technologies to be used in education.
AR and VR are used in schools to supplement chemistry, math, biology, physics and
astronomy classroom instruction and to create augmented books and student guides.
According to research, only the augmented-related model successfully reproduced positive
emotions in students and improved their learning outcomes. Adopting such technology
boosted students’ enthusiasm to learn and helped them emotionally attach to education (Huang
et al., 2016). It has reduced time and space constraints, encouraging students to adopt advanced
learning paradigms. Increased online courses and institutions offering them indicate a shift in
the educational standard (Lloyd et al., 2012). Online platforms have improved learner
communication and course facilitation. AR is well suited for online education, especially hands-
on fields (Tsai et al., 2014).
In recent years, the distribution of educational information and the teaching-learning
environment have evolved. Teaching has proven difficult in recent years. Teachers need
training to use new technologies in the classroom and learning environment. Educators must
understand students and how to apply different teaching pedagogies to give them the best
possible education (Fernandez, 2017). They teach students critical thinking and problem-
solving skills in a wide range of subjects. Historically, kids learned from teachers and peers.
Textbooks and instructional DVDs are mostly non-interactive. Recent developments in
digital media, especially AR and VR, allow students to see diverse learning objects, organize
information and interact with ideas in a unique, engaging and practical way (Bronack, 2011;
Tsai et al., 2014). This is becoming more common in education as educational games and
interactive simulations provide learning opportunities (Radu, 2014). This digital learning
occurs in classrooms with desktop computers and interactive whiteboards, as well as on
students’ smartphones and tablets. Using AR and VR, students can use their full bodies to
interact with instructional content that appears in the physical world.
RQ2. Based on the systematic literature review; what are the future prospects of these
immersive technologies in online education (See Table 5)?

6.1 Using AR and VR in online education: future prospective

VR and AR have the potential to bridge the gap between online and in-person learning; they
can combine theory and practice. The SLR demonstrates the significance of VR and AR, but it
also has the potential to transform entire online education by implementing them across
multiple fields.
(1) Specializations of Study
AR and VR have previously been restricted to the engineering and medical fields. It can also
be expanded to teach other specializations. Teaching human resource management concepts
IJEM Current Applications Resultant benefits
37,5
Remote Teaching and Learning Enhanced investigative skills, psychomotor- cognitive skills
Virtual Environment and new Improved understanding of complex models
pedagogy tools Beneficial for children with low spatial ability
Effective communication and course facilitation for learners
Clinical Medicine Performance evaluation and real time feedback
1058 Integrating touch sensors in a physical
environment
Science and Geography Observation of phenomena is possible like rotation of the earth
Visualization of undetectable events Enhanced conceptual understanding of invisible occurrences
Augmented reality games Enriched critical thinking skills
Superior student engagement and monitoring
Language Enriched listening and speaking abilities
Cross cultural learning involvement
Nursing Assisted teachers and learning in coping with the curriculum
Integration of technologies with Learning with fun and entertainment
nursing education
Engineering Developed design and analysis abilities
Virtual Reality CAD system Improved interaction between teachers, students and project team
Table 5. Visual representations Enriched core problem-solving abilities
Present applications Superior visualization and richer learning experience
and resultant benefit of School education Replicated pleasant emotion in pupils and enhanced their learning
AR and VR in Chemistry, mathematics, biology, outcomes when compared to human involvement
education physics, astronomy Reduced time and space constraints

through AR and VR can be enjoyable for students, just as it is in management. Students can
conduct online recruitment, selection, performance evaluation and training, among other
things. Similarly, students can use VR to observe a customer’s purchasing behavior or a
salesperson’s selling skills. Similarly, when history and geography are taught using AR and
VR, they can be made more interesting. VR can assist students by transporting them to
locations that are difficult or impossible to reach in the real world.
(2) Special Learning for students with disabilities
VR has the ability to control any external stimuli, such as audio or visual, and can be tailored
to the student’s specific condition. Students with sensory disorders will be able to try new
things. Blind students, for example, can have a more acoustic learning experience and use
audio cues to navigate the virtual world. VR avatars can help students express themselves
beyond the limitations of their disability, improve their social skills and reduce language and
disability barriers.
(3) Internationalization of education
AR and VR have the potential to provide a seamless education to people of all nationalities
and languages. AR and VR can instantly translate or provide subtitles to a lecture, allowing
students to learn and understand more quickly. Teachers and students alike can benefit from
VR interactions to reduce grammatical errors and fear of mispronouncing.
(4) Admissions
The use of AR and VR technologies can help with admissions and selection. In the VR world,
students can be interviewed to elicit realistic responses and evaluated in real-time on a variety
of skills. Universities can streamline the entire admissions process, making it a more
enjoyable experience for students while also making it less time-consuming for staff.
 (5) Industrial visits Prospects of
The industrial visits are part of several courses and requirements for academic success. AR and VR for
Virtual field trips can be more accessible than physical trips. The students can make the online
virtual tour to many industries thus by saving cost and time. High student engagement can education
be maintained through VR and AR as they will be able to access multiple industries
without cost.
(6) Training 1059
The best way to learn any skill is through hands-on training. VR and AR can allow people to
learn by performing tasks in virtual environments. Students can practice skills without risk,
with no investment in equipment and without having to travel. Students can make mistakes,
learn from them and repeat various procedures as many times as they want without losing
anything.

7. Conclusion
This study concludes, based on recent and prior research, that the introduction of AR and VR
technologies has improved the teaching-learning process in a variety of academic subjects,
thereby enhancing the experience for both teachers and students. In addition, the
visualization of virtual objects in three dimensions and simulation activities facilitate
students’ comprehension of the concepts, which increases their participation in class.
However, AR and AR implementation in education faces obstacles. The high cost of
equipment and implementation, as well as a lack of awareness in the education sector, are
among the greatest barriers to the widespread adoption of these technologies (Shelton, 2002).
Educators or academic professionals must be instructed on how to incorporate these
technologies into their instructional strategies (Fernandez, 2017). In addition, a substantial
amount of information, the use of various technical devices and the completion of a complex
learning task are obstacles in this setting (Wu et al., 2013). Multiple studies indicate that
despite the obstacles, AR and VR have been developed and are being used to enhance the
education and training of students and employees worldwide. If properly implemented, these
technologies can significantly improve the landscape of online education.

8. Implications
This article addresses the nature of AR and VR in online education and their future. This study
lays the groundwork for educators, industry professionals, policymakers and researchers to
investigate additional AR and VR applications. AR and VR have been found to benefit
engineering, medicine, nursing and chemistry education. The educational uses of immersive
technologies have been studied extensively. Since the 2020 pandemic, internet-based education
has increased. This fact highlights the importance of this study in capturing recent
developments in education and the role of technology in penetrating the global population. The
study also suggests that AR and VR can be used to teach other subjects. It can also be used for
online admissions, industrial visits, training, internationalization and special needs courses.
Even though this study identified some potential uses of AR and VR in online education, more
applications must be developed to maximize AR and VR’s global potential. Future AR and VR
could be cost-effective ways to deliver online education on a large scale.

9. Limitation and future scope of the study

There are several limitations to the current study. First, sample selection and publication
biases taint the review approach and data extraction for analysis. Second, analytical tools
IJEM such as bibliometrics are limited by their very nature. Third, no experiment or empirical
37,5 evidence supports the study’s findings. Based on the findings of this study, future
researchers could conduct surveys and experiments in virtual and real-world educational
settings. Furthermore, quantitative studies with other stakeholders could be conducted to
assess the costs and benefits of technology implementation for schools, colleges and
universities, as well as education technology platforms.
1060
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Corresponding author
Chandan Kumar Tiwari can be contacted at: [email protected]

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