Virtual Environments for Learning: A Systematic Review
DOI:
https://doi.org/10.5281/zenodo.15447967Keywords:
virtual environments, strategies, learningAbstract
The objective of this study was to analyze the implications of virtual environments for learning. A systematic review methodology was used, compiling articles related to virtual environments in the educational field. The PRISMA method was used, following criteria suitable for this type of study. The search included keywords such as: "virtual environments" AND "learning". The inclusion criteria considered articles published between 2020 and 2025, in open access, in English or Spanish, available in databases such as Scopus and Scielo, using Boolean AND operators. As exclusion criteria, articles published before 2020 were discarded. In the results, 414 articles were initially identified in Scopus and 192 in Scielo. After applying the selection criteria, 10 articles from Scopus and 11 from Scielo were chosen, obtaining a total of 21 articles analyzed. The study concludes that virtual environments have established themselves as key tools in educational transformation, favoring the development of creative thinking by offering interactive digital spaces. These environments promote hybrid educational models that combine face-to-face and virtual classes, allowing greater flexibility. Emerging technologies such as the metaverse, virtual reality and augmented reality are emerging as resources with great potential to revolutionise educational environments. In addition, virtual environments have proven to be useful in promoting school coexistence, by allowing the evaluation of situations of violence and training for non-violence in digital contexts. Finally, gamification and virtual platforms emerge as effective strategies to increase students' motivation and academic performance.
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