Abstract
Artificial intelligence (AI) and virtual reality (VR) are interconnected, integrated technologies that help to visualize AI systems and increase the fidelity and interactivity of VR in the educational field. Using VR and AI technology, teachers can promote thinking and knowledge in learning. This research aims to analyze and highlight several research publications that examine the use of VR to improve ES students’ twenty-first-century skills. The systematic literature review method conducts research to identify, evaluate, explore, and interpret all research results relevant to the research questions. This research has identified the potential of applying AI to twenty-first-century learning to revolutionize education through universal access, adaptation, and intelligent content creation for understanding concepts effectively. VR has a positive impact on students and teachers, as well as increasing motivation, understanding, and effectiveness in learning activities. We discovered that integrating VR into twenty-first-century learning among ES students is associated with increased engagement and motivation, better learning outcomes, and improved creativity and critical thinking skills. The results of this research provide constructive insight for teachers to improve the skills of ES students in the twenty-first century.
1 Introduction
Education is a process of human empowerment to establish good personality and self-development. The impact of the educational process touches and controls various aspects of human development (Darling-Hammond, Flook, Cook-Harvey, Barron, & Osher, 2020). Indonesia has already embraced the concept of twenty-first-century education to prepare students and enable them to keep abreast with current developments. Education in the twenty-first century aims to establish a high-quality society that is competent and willing to realize the nation’s goals. Twenty-first-century education is experiencing significant transformation, especially in matters of digital (Razia, Awwad, & Taqi, 2023). This education concept not only offers various opportunities; it also comes with a wide array of challenges, including changes in the learning paradigm, where learners strive to master twenty-first-century skills, such as innovation, collaboration, and critical thinking. These changes also necessitate teachers to assume the role of facilitators who are capable of integrating digital technology into the learning process (Ghafar, 2024). In the digital era, teachers must be able to utilize technology, such as artificial intelligence (AI), in the learning process in or outside the classroom. Various learning innovations in twenty-first-century education are implemented with the use of this technology (Pedroso, Sulleza, Francisco, Noman, & Martinez, 2023). AI enables teachers to implement thinking and knowledge in learning with the integration of computer programs (Ahmad et al., 2023). One form of AI technology that teachers can use in learning is virtual reality (VR) (Kamińska et al., 2019).
Virtual reality linguistically means a real situation or idea that is inserted into the virtual world or a real object that is virtualized while still taking into account its physical properties (Murray, 2020). VR is one of the latest twenty-first-century technological tools that has seen a surge in its use in the field of education to reach students’ expected learning outcomes. VR has three-dimensional (3D) content that can be perceived directly from all sides, making it easier for students to understand a lesson in a more realistic manner (Al-Ansi, Jaboob, Garad, & Al-Ansi, 2023). VR facilitates students’ engagement with instructional resources which previously could only run in one direction (Hamilton, McKechnie, Edgerton, & Wilson, 2021). VR can be utilized to increase students’ focus, attract students’ attention, and reduce simulation costs (AlGerafi, Zhou, Oubibi, & Wijaya, 2023). It provides ample room for users to explore the 3D world and their imagination. According to previous study, a pedagogical approach that utilizes VR technology should be applied by teachers to improve students’ engagement and motivation as well as the learning process. Similar research by Huang and Liaw (2011) found that learning that is carried out with various VR features and functions helps increase students’ learning motivation. VR use can improve students’ knowledge and learning experience, creating deeper, more interesting learning than it traditionally is (Hongyu, 2020). The technological sophistication of VR makes it possible to enhance students’ skills in the twenty-first century (Laine, Korhonen, & Hakkarainen, 2023).
The development of twenty-first-century skills has garnered more attention as a means to increase the quality of teacher’s teaching and the quality of students. Innovations with VR technology in learning boost the development of five twenty-first-century skills, namely creativity and innovation, critical thinking and problem-solving, communication, collaboration, and information and technology literacy (Asyri & Asyri, 2024; Wu, Manabe, Marek, & Shu, 2023). According to Sanabria and Arámburo-Lizárraga (2017), twenty-first-century skills, such as creativity and collaboration, are developed informally by students who have proficiency in VR technology to support creativity-based learning, as in the integrated study of science, technology, engineering, the arts, and mathematics. VR as an innovative tool in twenty-first-century education delivers significant contributions toward the teaching and learning process involving students and teachers in elementary schools. As a student-oriented educational paradigm, which is intended to enable independent learning (Thana, Adiatma, & Ramli, 2022). Twenty-first-century education, with deep digital integration, allows students to develop skills in learning, literacy, and life categories, through direct, experienced learning. The learning process can be arranged based on contexts of experience. Incorporating VR into learning can attract students’ interest and foster their motivation while still facilitating knowledge transfer effectively (Chi, Idris, & Nugrahani, 2021). VR is one of the twenty-first-century technological tools applied in the field of education, and its use has especially seen a significant increase in ES.
A research study reviewing VR applications in elementary schools has been previously conducted, highlighting the effect of VR media applications on the geometric skills of ES students (Kenedi, Akmal, Handrianto, & Sugito, 2023). The results revealed that VR media could influence ES students’ geometric abilities. Another study examined the effectiveness of VR technology in learning (Mohideen, 2024). The results indicated that the use of VR in learning could increase ES students’ interest and motivation and, in turn, directly affect their learning outcomes. A review of VR from ES teachers’ perspectives has also been conducted. It was figured out that e-learning with deep VR integration could increase ES students’ learning outcomes. A meta-analysis of controlled studies concerning the effectiveness of VR in ES discovered that students studying with VR acquired better learning outcomes than those studying without VR [(Lara-Alvarez, Parra-González, Ortiz-Esparza, & Cardona-Reyes, 2023). It was also found that VR significantly increased grammatical and lexical abilities necessary for students’ English-speaking (Sally Wu & Alan Hung, 2022). VR has been reported to influence learning motivation, methods, and content in ES students (Laine et al., 2023). Based on earlier studies, none has specifically and systematically reviewed articles on VR’s role in enhancing the twenty-first-century skills of ES students. This research aims to analyze and highlight several research publications that examine the use of VR to improve ES students’ twenty-first-century skills. It attempted to answer several questions as listed in Table 1. A narrative synthesis approach was selected to systematically unify all results across the included studies.
Research questions
| Code | Research question | Objective |
|---|---|---|
| RQ1 | How can AI help teachers in the twenty-first century? | To analyze articles related to AI can help teachers in the twenty-first century |
| RQ2 | How is VR being used to enhance learning in ES? | To analyze articles related to VR being used to enhance learning in ES |
| RQ3 | How is VR used to improve the twenty-first-century skills of ES students? | To identify articles related to the use of VR to improve the twenty-first--century skills of ES students |
2 Method
2.1 Procedure
This research was conducted by the systematic literature review (SLR) method, which aimed to identify, evaluate, explore, and interpret all research results related to the research questions. It was carried out by formulating several research questions (as provided in Table 1), searching for relevant articles (using Publish or Perish), identifying articles, screening articles, selecting potential articles (using PRISMA diagram), analyzing and synthesizing findings qualitatively, and preparing the research report. Articles were obtained from three databases, Web of Science, Scopus, and Google Scholar, in a span from 2010 to 2023 to retrieve the latest findings (Figure 1). A literature search was carried out using the keywords AI in education, VR in learning, emerging technologies, twenty-first-century skills, and elementary school.
The total number of articles published from 2010 to 2023.
The number of publications published between 2010 and 2023 is displayed in Figure 1 as follows: 7, 10, 8, 12, 15, 23, 31, 14, 34, 38, 42, 48, 53, and 66. We saw a rise in the number of articles with the VR theme in 2023. This suggests that there is a need for more research on the VR issue.
2.2 Analysis
A total of 401 articles were obtained from the Scopus, Web of Science, and Google Scholar databases (Figure 2). The selection of potential articles followed the Preferred Reporting Items for Systematic Reviews (PRISMA) flow diagram (Figure 3) developed (Haddaway, Page, Pritchard, & McGuinness, 2022). Articles were selected by title, abstract, and full text according to several inclusion and exclusion criteria (Table 2).
Number of articles by database.
PRISMA Flow diagram for obtaining potential articles.
Inclusion and exclusion criteria
| Inclusion criteria | Exclusion criteria |
|---|---|
| Research using quantitative data obtained from experimental results | Research using data other than experimental data |
| Research discussing AI, VR, and ES student skills in the twenty-first century as the main themes | Research discussing AI, VR, and ES student skills in the twenty-first century is not the main themes |
| The research subject studied is the skills of ES students in the twenty-first century | The research subject studied other things than the skills of ES students in the twenty-first century |
| Research using quantitative methods such as descriptive surveys, experiments, or a mix of both | The research did not use quantitative methods such as descriptive surveys, experiments, or a mix of both |
| Research published by international and national publishers on either one of three databases, Web of Science, Scopus, and Google Scholar, with a Digital Object Identifier (DOI) or an ISSN | Research published by international or national publishers outside the inclusion criteria |
| Year of publication between 2010 and 2023 | Year of publication outside the range between 2010 and 2023 |
| Research written in English or Indonesian | Research written in languages other than English and Indonesian |
As depicted in Figure 2, potential articles were obtained in three stages, namely identification, screening, and inclusion. At the identification stage, 42 articles were recorded as duplicates, 58 articles were marked as ineligible, and 51 articles were removed for other reasons (i.e., title and abstract not in English), resulting in 250 articles going through the screening stage. At the screening stage, 87 articles were excluded, 53 articles were not retrieved, and a further 85 reports were not included for various reasons. At the final inclusion stage, after the inclusion of new research reports, a total of 25 potential articles were selected for inclusion in the review literature.
2.3 Data Synthesis
Synthesis was carried out on the three RQs (i.e., RQs on the use of AI in education, the use of VR in learning in elementary school, and the use of VR to improve the twenty-first-century skills of ES students). Keeping in mind that the number of studies was limited, and despite the various research designs used, no quantitative meta-analyses were carried out, and a narrative synthesis approach was chosen to bring together all findings across included studies systematically. The articles were identified for their first authors, countries where the research was conducted, results, and conclusions. Twenty-five such articles were then arranged into three parts based on the RQs: 10 articles discussed the use of AI in the field of education in the twenty-first century, 10 articles discussed the use of VR in learning in ES, and 5 articles discussed the use of VR to improve the twenty-first-century skills ES students (Figure 4). Peer and group discussions were carried out to evaluate the objective quality of the 25 potential articles.
Number of articles by RQ.
3 Results and Discussion
Twenty-five potential articles were reviewed to answer the RQs formulated at the start of the study (Table 1). The results of the SLR are summarized in Tables 3–5.
AI can help teachers in the twenty-first century
| Author | Country | Results | Conclusion |
|---|---|---|---|
| Owan, Abang, Idika, Etta, and Bassey (2023) | Nigeria | In education, AI technologies can improve evaluation and measurement. AI can enhance evaluation efficiency, customization, and accuracy | AI can completely transform education. Risk-reduction and benefit-maximizing measures are required |
| Kizilcec (2024) | USA | Gaining insight into educators’ viewpoints on AI in the field of education is of utmost importance. Developing AI solutions that align with the specific requirements of educators is crucial | Understanding educators’ perspectives is critical for the effective use of AI in education. AI tool design should take into account instructors’ requirements and viewpoints |
| Sajid Mohammad and Saheal (2023) | India | AI will positively impact education. Currently, it is revolutionizing the education industry, but it has not yet fully showcased its actual capabilities | To fully capitalize on the advantages of AI advancements in education, teachers and students need to acquire the necessary skills and knowledge to properly utilize AI programs through training |
| Adiguzel et al. (2023) | Turkey | An overview of AI in education Examining the moral and practical issues surrounding the use of AI in education | AI can transform education. Chatbots, such as ChatGPT, have both advantages and disadvantages |
| Drach et al. (2023) | Ukraine | Systematically organized ethical standards govern the use of AI in education. We analyzed the legal regulations governing the use of AI in education | Ethical norms that prioritize transparency and inclusivity guide the application of AI in education. National policies must allocate resources for AI research and development |
| Chaudhry and Kazim (2022) | UK | AI in education can reduce teachers’ workload, contextualize learning for students, revolutionize assessments, and develop intelligent tutoring systems | AI in education focuses on reducing teachers’ workload, contextualizing learning, revolutionizing assessments, and developing intelligent tutoring systems |
| Saravana Kumar (2019) | India | AI brings transformational change to the educational sector. It promotes personalized knowledge in the modern education system | We’re using AI techniques in education to create customized learning systems with virtual courses |
| Zhang, Xia, and Lim (2019) | Japan | The teaching assistant system monitors and identifies student misbehavior. The system disseminates information to educators and educational automatons | The teaching assistant system monitors and analyzes student behaviors. Data can be utilized to modify instructions and instruct robots |
| Mohaghegh (2020) | New Zealand | AI will develop intelligent learning systems to adapt to students’ needs | The research’s main topics were the development of intelligent learning and the automation of administrative tasks |
| Joshi et al. (2021) | India | AI can enhance teaching outcomes. Teachers and students recommend the use of AI in education | We examined and analyzed teachers’ and students’ perceptions of AI in education, which can improve teaching outcomes |
VR is being used to enhance learning in ES
| Source | Country | Results | Conclusion |
|---|---|---|---|
| Riyana and Setiawan (2023) | Indonesia | The development of 3D virtual interactive multimedia models successfully helped enhance learning outcomes for ES students in thematic subjects | The successful implementation of 3D VR interactive media helped to improve learning outcomes for ES students in thematic subjects, particularly science |
| Laine et al. (2023) | Finland | ES students reported favorable encounters with immersive VR during their school sessions. VR has had a significant impact on learning motivation, methods, and material | ES students had favorable encounters with VR. VR has had a significant impact on learning motivation, methods, and material |
| Villena-Taranilla et al. (2023) | Spain | In primary education, VR improves the process of studying history. The immersive, interactive, and imaginative qualities facilitate significant learning | VR can be used to teach history in primary school. It assists students in the process of acquiring important knowledge and skills |
| Ary et al. (2023) | Indonesia | Primary school students who received instruction using virtual catastrophe learning models outperformed those who received instruction using traditional methods | Virtual disaster learning models have the potential to improve comprehension of COVID-19 catastrophe mitigation |
| Bae (2023) | Korea | VR enhances creativity and learning engagement in primary schools, showing positive outcomes compared to traditional teaching methods. It facilitates immersive learning experiences for elementary students | The integration of VR technology in primary school classrooms demonstrated a stronger positive correlation with students’ learning engagement in the former group compared to the latter |
| Herwin et al. (2022) | Indonesia | Positive impacts on ES students and teachers included increased motivation, understanding, and effectiveness in learning activities | The VR-based learning management system had a positive impact on ES students and teachers. ES students felt a greater degree of motivation, gained a better understanding, and achieved improved learning outcomes, while teachers could present learning efficiently and confidently |
| Wang et al. (2022) | Korea | Developed a VR-based English teaching application for primary school students based on English textbooks, creating an interactive and engaging learning environment | The article introduced a VR English teaching application for primary school students. The application aims to improve the quality of English teaching by visualizing the content and making learning fun |
| Tarng et al. (2022) | Taiwan | Investigated the effectiveness of VR attention training for ES students and found that VR training was more effective in improving participants’ attention while reducing their learning anxiety | VR training was more effective than computerized APT. VR training reduced learning anxiety and cognitive load in elementary students |
| Hui et al. (2022) | China | Learning engagement showed a positive correlation with VR technology. For ES students, VR technology enhances creativity in teaching and learning English | The introduction of VR technology positively correlated with learning engagement, according to a comparison of teaching practices between two groups of ES students |
The use of VR to improve ES students’ twenty-first--century skills
| Source | Country | Results | Conclusion |
|---|---|---|---|
| Vreeburg Izzo et al. (2010) | USA | The experimental group of students showed significant improvements in many transition abilities, such as goal planning, job search techniques, and college-related information | The Envision IT curriculum enhances students’ development of the essential twenty-first-century skills required for success in contemporary high-tech society |
| Alizadeh and Cowie (2022) | Japan | VR use led to higher engagement, improved focus, and lower anxiety. However, HMD-powered VR was associated with a cybersickness experience | Studies have demonstrated the benefits of VR use in education, including higher engagement and improved focus. However, HMD-powered VR could induce cybersickness |
| Tarng et al. (2022) | Taiwan | In terms of improving attention, the VR system was more effective than the computerized APT | VR training was more effective than computerized APT. In elementary school, VR training reduced learning anxiety and cognitive load |
| Eo et al. (2023) | China | VR improves fundamental movement skills. We documented the maturation of participants’ movement skills and their rankings | VR sports-based health classes improved students’ fundamental movement skills |
| Sari (2022) | Indonesia | Blended learning with VR enhances twenty-first-century skills. Generation Z values digital learning over traditional methods | Blended learning combines traditional and web-based learning models. VR media enhances students’ twenty-first-century skills |
3.1 RQ1: How Can AI Help Teachers in the Twenty-First Century?
AI is recognized as a technology that possesses considerable potential to change human life. It refers to computer programs designed to imitate human intelligence in a broad array of areas, including decision-making, logic, and other qualities of intelligence (Noble & Noble, 2023; Yarali, 2023). Its concept was first introduced in 1956 by computer scientist Professor John McCarthy. Currently, it is seeing wide applications such as search engines and virtual assistants like Siri, Google Assistant, and Cortana. Computers have software that works in imitation of the human brain (Mehak & Mehta, 2023). A human’s ability to solve various problems is not only attributed to their possession of a brain that is capable of reasoning and analyzing, but it is also owed to databases, knowledge, and information that are amassed from experience and learning. Learning is mandatory for every child in the twenty-first century to give them the capability of self-development (Tiken et al., 2023). In the twenty-first century, all technologies are developing rapidly to serve all aspects of human needs, starting from agriculture and medicine, to business, management, education, and others. The use of AI in the field of education in the twenty-first century has been on the rise in recent trends (Table 3).
As shown in Table 3, there were 2 articles published in 2019, 1 article published in 2020, 1 article published in 2021, 1 article published in 2022, and 5 articles published in 2023. This suggests that the research into the use of AI in the field of education in the twenty-first century increased in 2023. From the analysis, it was figured out that the use of AI in education has the potential to help teachers in learning and teaching in the twenty-first century (Owan et al., 2023; Shrungare, 2023). Large language models are examples of AI tools that may be integrated into educational measurement and assessment to improve a variety of assessment procedures, including test item creation, scoring, and result interpretation (Sharma & Sharma, 2023). AI can increase assessment efficiency and accuracy, tailor instruction to each student’s needs, and customize feedback for them (Schumann, Reuther, Tittmann, Clauß, & Kauper, 2020). AI may also automate administrative, grading, and assessment tasks, which relieves educators of some of their workload and frees them up to concentrate more on student learning. To optimize AI’s potential to improve academic performance and learning outcomes, educators must embrace and have faith in these tools (Karsenti, 2019). Notwithstanding the unknowns, AI has the potential to revolutionize education through universal access, customization, and intelligent content creation for effective concept understanding. With AI acting as a facilitator and improving pedagogy, the application of AI in education in the twenty-first century has drastically changed the teaching and learning process (Mondal, 2019). Concerns have been expressed, meanwhile, regarding the possible drawbacks of AI in education, including the viability of instructors and classrooms as well as the possibility of a decline in human civilization and values (Wogu et al., 2019). The usefulness and potential uses of AI in the educational system have been emphasized, notwithstanding these reservations (Dubey, Hasan, & Alam, 2022).
AI can greatly assist educators in all facets of the educational process. AI has the potential to redefine the responsibilities of instructors by enhancing teaching methods, facilitating individualized learning, and revolutionizing evaluation approaches. In addition, AI can facilitate the rapid and effortless implementation of evidence-based teaching practices, including the provision of numerous examples, the correction of student misconceptions, the administration of low-stakes tests, the evaluation of student learning, and the promotion of dispersed practice. Furthermore, the utilization of digital technologies such as students’ digital profiles and grade predictors can assist teachers by offering valuable information regarding students’ academic progress, areas of interest, and possible challenges, hence enabling timely interventions and support (Romanov et al., 2022). Through the utilization of AI, educators can optimize their instructional methods, simplify administrative responsibilities, and eventually enhance academic achievements for pupils (Luckin, George, & Cukurova, 2022).
3.2 RQ2: VR is Being Used to Enhance Learning in ES
VR is a computer technology that allows the user to interact with the environment in a simulated virtual world, giving the impression that they are present in that environment. The use of VR in learning in elementary schools assists teachers and students in conceptual understanding during learning. In the elementary school setting, VR is primarily used in learning to improve the educational experience (Table 4).
Based on the results of the review of ten articles summarized in Table 4, it was found that VR could improve ES students’ motivation, activities, and learning outcomes. VR could deliver positive impacts for students and teachers, including increased motivation, understanding, and effectiveness in learning activities. Effective use of VR in elementary school settings could influence learning motivation, methods, and content, enhancing creativity and learning engagement in ES. Research showed that VR-based media, such as 3D VR interactive media, greatly improved students’ performance in science (Cardona-Reyes, Guzman-Mendoza, & García-Coronado, 2022; Laine et al., 2023). When it comes to teaching science ideas to 11–12-year-old youngsters, immersive VR tools with a focus on the water cycle have shown superior learning outcomes than traditional techniques (Yoon & Jang, 2022). Furthermore, the utilization of immersive VR systems in primary school settings has been shown to enhance student engagement and have a favorable impact on learning techniques, content, and motivation.
Further findings showed that elements such as perceived attention and usability impact kids’ propensity to utilize immersive VR, underscoring the need to develop VR tools for instruction in primary schools (Suh, 2014). The use of VR media in science learning in ES has been proven to be effective in increasing students’ learning outcomes (Aini, Azizah, Bekti, & Thohir, 2023). In primary school teaching, VR can be a useful tool, especially in the subjects of science and mathematics (Johnson et al., 2002). However, careful preparation, taking into account the children’s previous VR experience, parent communication, and alignment with learning objectives, is necessary for its successful integration (Patterson & Han, 2019). It is recommended to use VR in lesson planning, especially for enhancing the learning activity experience and assessing the results (Suh, 2014). All of this research shows that VR has the potential to improve teaching in ES, but there are limitations to the use of VR in education.
Lack of expertise and training among educators is one of the main obstacles to the integration of VR in the classroom. Technical issues like the requirement for assistance when utilizing VR technology also restrict the VR’s potential to enhance learning in educational environments (Hamilton et al., 2021). VR in the classroom also comes with several difficulties. Lack of subject-specific content, trouble integrating learning and evaluation, ambiguity surrounding learning objectives, difficulties with cost and development, diseases and physical issues related to VR, and space and organizational limitations are some of these concerns (Ravichandran & Mahapatra, 2023). The integration of VR in educational environments is further hampered by issues including the expense of the necessary hardware and software, the requirement for specialist technical assistance, and guaranteeing access to pertinent technologies (Li, Luo, Hou, & Zhu, 2021). Preparing aspiring teachers for VR-based educational settings is further hindered by the knowledge gap between theory and practice, the requirement for high-quality field experience, and the expertise of teacher educators (Putman & Rose, 2022). The difficulties of integrating VR in the classroom are further compounded by technological problems such as Wi-Fi access, computer processing power, VR environment training, and the pedagogical expertise needed to support students effectively (Jiang, 2022).
3.3 RQ3: Use of VR to Improve ES Students’ Twenty-First--Century Skills
The development of learning media is influenced by advances in science and technology, the assessment media as an additional source of education being no exception. As Generation Z’ers are more technologically savvy, we must accommodate their characteristics with the use of AI tools, such as VR, to achieve quality learning outcomes. A summary of the review of studies on the use of VR to improve elementary school students’ twenty-first-century skills is provided in Table 5.
The summary in Table 5 indicates that the use of VR in learning may improve twenty-first-century skills in ES students. VR technology has been introduced to all fields, including education. In the context of education, VR can be applied to the learning process (Tiwari, Bhaskar, & Pal, 2023). This technology offers a solution for teachers and students as a learning medium in improving ES students’ skills in the twenty-first century. VR technology is immensely useful for ES students who need to put theoretical material into practice (Sun, Lin, & Wang, 2010). VR allows elementary school students to learn a vast variety of subjects such as geometry, history, geography, and even astronomy. In geometry lessons, for example, they can study various geometric shapes and their properties. They can also explore the surface of the Earth and outer space for geography and astronomy materials (Sun et al., 2010). Learning history has also become more exciting because students are enabled to see directly the manifestations of temples, artifacts, and other historical relics. VR is being used in education and entertainment by an increasing number of children and teenagers (Southgate et al., 2019). Immersive VR head-mounted displays offer educational institutions both exciting new learning opportunities and formidable difficulties. VR is a useful tool in the process of learning a second language because it enables students to operate or test scenarios that could be difficult or impossible to access in the real world, promoting engagement and active participation (Żammit, 2023). VR is a perfect tool for learners to gain knowledge, build competencies, and practice skills since it can translate practical experience into knowledge and skills. Increased engagement and motivation, improved learning outcomes, and increased creativity and critical thinking skills are associated with the integration of VR in ES students in the twenty-first century.
VR provides a multitude of advantages in elementary education, improving student learning results and involvement. Research has demonstrated that VR has the potential to enhance academic performance in disciplines such as science Riyana and Setiawan (2023), facilitate the engaging and collaborative learning experiences Riyana and Setiawan (2023) and foster the creation of innovative educational approaches (Xu, Lu, & Liu, 2023). Moreover, studies have shown that immersive VR systems have a beneficial effect on students’ level of involvement, drive, and understanding of instructional material. This suggests that VR could be a valuable tool for promoting learning in the modern era (Laine et al., 2023). Incorporating VR into elementary education has the potential to completely transform conventional teaching approaches, enhancing interactivity, engagement, and effectiveness in the learning process.
4 Conclusion
AI can improve ES students’ abilities to support more optimal learning processes and outcomes. VR is an AI-based technology that allows users to engage with computer-simulated virtual worlds, thereby creating a sense of presence. VR works by manipulating the human brain so that virtual things feel like real things. Users experience complete detachment from the real world as if they had entered a virtual world. We conducted this research using the SLR method which aims to identify, evaluate, explore, and interpret all research results related to the research questions. During the literature review stage, a rigorous screening process selected a total of 25 articles based on specific inclusion and exclusion criteria. This research has identified the potential of VR to enhance the skills of ES students in the twenty-first century through universal access, adaptation, and intelligent content creation to understand concepts effectively. VR not only has a positive impact on students and teachers but also increases motivation, understanding, and effectiveness in learning activities. We found that integrating VR into ES students’ learning in the twenty-first century resulted in increased engagement and motivation, better learning outcomes, and increased creativity and critical thinking skills. The results of this research provide constructive insights for teachers to improve ES students’ skills in the twenty-first century.
Acknowledgment
The researcher would like to thank the Faculty of Education for providing the opportunity to take part in the PNPB grant competition at the Universitas Negeri Padang level. Thanks are also expressed to the LP2M Unit of Universitas Negeri Padang which has funded this research.
-
Funding information: This research was supported by the PNPB grant competition at the Universitas Negeri Padang, Padang, Indonesia, with contract number 965/UN35.13/LT/2021.
-
Author contributions: Conceptualization: Yeni Erita and Yalvema Miaz. Data curation: Yeni Erita, Jupriani, Silvi Hevria. Methodology: Rosmadi Fauzi and Yalvema Miaz. Visualization: Yeni Erita and Jupriani Jupriani. Writing-original draft: Jupriani Jupriani, Silvi Hevria. Writing-review & editing: Yeni Erita, Yalvema Miaz, and Silvi Hevri.
-
Conflict of interest: The authors state no conflict of interest.
References
Adiguzel, T, Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Technology, 15(3). ep429. doi: 10.30935/cedtech/13152.Search in Google Scholar
Ahmad, S. F., Han, H., Alam, M. M., Rehmat, M., Irshad, M., Arraño-Muñoz, M., & Ariza-Montes, A. (2023). Impact of artificial intelligence on human loss in decision making, laziness, and safety in education. Humanities and Social Sciences Communications, 10(1), 311. doi: 10.1057/s41599-023-01787-8.Search in Google Scholar
Aini, N. N., Azizah, M., Bekti, R. S., & Thohir, M. A. (2023). Efektivitas Penggunaan Media Pembelajaran Virtual Reality terhadap Hasil Belajar Siswa pada Pembelajaran IPA di SD. Caruban: Jurnal Ilmiah Ilmu Pendidikan Dasar, 6(2), 267. doi: 10.33603/caruban.v6i2.8611.Search in Google Scholar
Alizadeh, M., & Cowie, N. (2022). Self-directed learning using VR: An exploratory practice approach. Pacific Journal of Technology Enhanced Learning, 4(1), 10–11. doi: 10.24135/pjtel.v4i1.130.Search in Google Scholar
Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. (2023). Analyzing augmented reality (AR) and virtual reality (VR) recent developments in education. Social Sciences & Humanities Open, 8(1), 100532. doi: 10.1016/j.ssaho.2023.100532.Search in Google Scholar
AlGerafi, M. A. M., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023). Unlocking the potential: A comprehensive evaluation of augmented reality and virtual reality in education. Electronics, 12(18), 3953. doi: 10.3390/electronics12183953.Search in Google Scholar
Ary, A., Kiswanto, A., Anita, Y., Hamimah, H., & Afrian, R. (2023). The- impact of the virtual-based disaster learning model on elementary students’ understanding of COVID-19 disaster learning. European Journal of Educational Research, 12(2), 1059–1069.10.12973/eu-jer.12.2.1059Search in Google Scholar
Asyri, D., & Asyri, D. (2024). The role of multimedia on virtual teachers in the digital era to carve the educational future of Indonesia’s golden generation. Journal of Digital Learning and Distance Education, 2(7), 622–634. doi: 10.56778/jdlde.v2i7.199.Search in Google Scholar
Bae, M.-H. (2023). The Effect of a virtual reality-based physical education program on physical fitness among elementary school students. Iranian Journal of Public Health. doi: 10.18502/ijph.v52i2.11890.Search in Google Scholar
Cardona-Reyes, H., Guzman-Mendoza, J. E., & García-Coronado, O. P. (2022). Virtual reality environments as a support in elementary school. In A. Courtney-Dattola (Ed.), Advances in Early Childhood and K-12 Education (pp. 463–481). Pennsylvania: IGI Global. doi: 10.4018/978-1-7998-8405-7.ch027.Search in Google Scholar
Chaudhry, M. A., & Kazim, E. (2022). Artificial Intelligence in Education- (AIEd): A high-level academic and industry note 2021. AI and Et- thics, 2(1), 157–165. doi: 10.1007/s43681-021-00074-z.Search in Google Scholar
Chi, P. G., Idris, M. Z., & Nugrahani, R. (2021). Virtual reality (VR) in 21st. Century education: The opportunities and challenges of digital learning in classroom. Asian Pendidikan, 1(2), 105–110.Search in Google Scholar
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. doi: 10.1080/10888691.2018.1537791.Search in Google Scholar
Drach, I., Petroye, O., Borodiyenko, O., Reheilo, I., Bazeliuk, O., Bazeliuk, N., & Slobodianiuk, O. (2023). The use of artificial intelligence in higher education. International Scientific Journal of Universities and Leadership, 15, 66–82.10.31874/2520-6702-2023-15-66-82Search in Google Scholar
Dubey, G., Hasan, M., & Alam, A. (2022). Artificial intelligence (AI) and Indian education system: Promising applications, potential effectiveness and challenges. Towards Excellence, 14(2), 259–269. doi: 10.37867/TE140223.Search in Google Scholar
Eo, J. W., Bae, M. H., & Kim, Y. S. (2023). Analyze fundamental movement skills for elementary school students participating in a virtual reality sports-based health and fitness class. Korean Society for the Study of Physical Education, 27(6), 67–90. doi: 10.15831/JKSSPE.2023.27.6.67 Search in Google Scholar
Ghafar, Z. (2024). The impact of electronic books on learning English language in the digital era: An overview. Journal of Digital Learning and Distance Education, 2(7), 635–644. doi: 10.56778/jdlde.v 2i7.184.Search in Google Scholar
Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA 2020‐compliant flow diagrams, with interactivity for optimized digital transparency and Open Synthesis. Campbell Systematic Reviews, 18(2), e1230. doi: 10.1002/cl2.1230.Search in Google Scholar
Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: A systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1–32. doi: 10.1007/s40692-020-00169-2.Search in Google Scholar
Herwin, H., Shabir, A., & Asriadi, A. (2022). Learning management system based on virtual reality technology in elementary school. World Journal on Educational Technology: Current Issue, 14(5), 1506–1517. doi: 10.18844/wjetv14i5.7922.Search in Google Scholar
Hongyu, L. (2020). How are students immersed by providing virtual reality technology? The role of psychological distance in online flipped class. International Journal of Information and Education Technology, 10(1), 79–83. doi: 10.18178/ijiet.2020.10.1.1343.Search in Google Scholar
Huang, H., & Liaw, S. (2011). Applying situated learning in a virtual reality system to enhance learning motivation. International Journal of Information and Education Technology, 1(4), 298–302. doi: 10.7763/IJIET.2011.V1.48.Search in Google Scholar
Hui, J., Zhou, Y., Oubibi, M., Di, W., Zhang, L., & Zhang, S. (2022). Research on art teaching practice supported by virtual reality (VR) technology in the primary schools. Sustainability, 14(3), 1246. doi: 10.3390/su14031246.Search in Google Scholar
Jiang, R. (2022). How does artificial intelligence empower EFL teaching and learning nowadays? A review of artificial intelligence in the EFL context. Frontiers in Psychology, 13, 1049401. doi: 10.3389/fpsyg.2022.1049401.Search in Google Scholar
Johnson, A., Moher, T., Cho, Y. J., Lin, Y. J., Haas, D., & Kim, J. (2002). Augmenting elementary school education with VR. IEEE Computer Graphics and Applications, 22(2), 6–9. doi: 10.1109/38.988740.Search in Google Scholar
Joshi, S., Rambola, R. K., & Churi, P. (2021). Evaluating Artificial Intelligence in Education for Next Generation. Journal of Physics: Conference Series, 1714(1), 012039. doi: 10.1088/1742-6596/1714/1/012039.Search in Google Scholar
Kamińska, D., Sapiński, T., Wiak, S., Tikk, T., Haamer, R., Avots, E., … Anbarjafari, G. (2019). Virtual reality and its applications in education: Survey. Information, 10(10), 318. doi: 10.3390/info10100318.Search in Google Scholar
Karsenti, T. (2019). Artificial intelligence in education: The urgent need to prepare teachers for schools. Formation et Profession, 27(1), 105. doi: 10.18162/fp.2019.a166.Search in Google Scholar
Kenedi, A. K., Akmal, A. U., Handrianto, C., & Sugito. (2023). The effect of using virtual reality media on the geometric skills of elementary school students. JPI (Jurnal Pendidikan Indonesia), 12(3), 427–435. doi: 10.23887/jpiundiksha.v12i3.60735.Search in Google Scholar
Kizilcec, R. F. (2024). To advance AI use in education, focus on understanding educators. International Journal of Artificial Intelligence in Education, 34(1), 12–19. doi: 10.1007/s40593-023-00351-4. Search in Google Scholar
Laine, J., Korhonen, T., & Hakkarainen, K. (2023). Primary school students’ experiences of immersive virtual reality use in the classroom. Cogent Education, 10(1), 2196896. doi: 10.1080/2331186X.2023.2196896.Search in Google Scholar
Lara-Alvarez, C. A., Parra-González, E. F., Ortiz-Esparza, M. A., & Cardona-Reyes, H. (2023). Effectiveness of virtual reality in elementary school: A meta-analysis of controlled studies. Contemporary Educational Technology, 15(4), ep459. doi: 10.30935/cedtech/13569.Search in Google Scholar
Li, G., Luo, H., Hou, S., & Zhu, M. (2021). Comparison of direct and vicarious VR learning experience: A perspective from accessibility and equity. 2021 7th International Conference of the Immersive Learning Research Network (iLRN) (pp. 1–5). doi: 10.23919/iLRN52045.2021.9459413.Search in Google Scholar
Luckin, R., George, K., & Cukurova, M. (2022). AI for school teachers (1st ed.). New York: CRC Press. doi: 10.1201/9781003193173.Search in Google Scholar
Mehak, R. K., & Mehta, A. (2023). Artificial intelligence. International Journal of Advanced Research in Science, Communication, and Technology, 3(7), 20–30. doi: 10.48175/IJARSCT-9466.Search in Google Scholar
Mohaghegh, M. (2020). The role of artificial intelligence in the future of education. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(1), 65–67. org/10.30476/ijvlms.2020.85472.1021 Search in Google Scholar
Mohideen, H. L. M. (2024). Exploring the opportunities of implementing artificial intelligence (AI) technology for teaching Arabic to non-native speakers: A theoretical approach. Journal of Digital Learning and Distance Education, 2(10), 760–767. doi: 10.56778/jdlde.v2i9.225.Search in Google Scholar
Mondal, K. (2019). A synergy of artificial intelligence and education in the 21st century classrooms. 2019 International Conference on Digitization (ICD) (pp. 68–70). doi: 10.1109/ICD47981.2019.9105727.Search in Google Scholar
Murray, J. H. (2020). Virtual/reality: How to tell the difference. Journal of Visual Culture, 19(1), 11–27. doi: 10.1177/1470412920906253.Search in Google Scholar
Noble, R., & Noble, D. (2023). Understanding living systems (1st ed.). London: Cambridge University Press. doi: 10.1017/9781009277396.Search in Google Scholar
Owan, V. J., Abang, K. B., Idika, D. O., Etta, E. O., & Bassey, B. A. (2023). Exploring the potential of artificial intelligence tools in educational measurement and assessment. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), em2307. doi: 10.29333/ejmste/13428.Search in Google Scholar
Patterson, T., & Han, I. (2019). Learning to teach with virtual reality: Lessons from One elementary teacher. TechTrends, 63(4), 463–469. doi: 10.1007/s11528-019-00401-6.Search in Google Scholar
Pedroso, J. E., Sulleza, R. S., Francisco, K. H. M. C., Noman, A. J. O., & Martinez, C. A. V. (2023). Unlocking the power of Canva: Students’ views on using the all-in-one tool for creativity and collaboration. Journal of Digital Learning and Distance Education, 2(2), 443–461. doi: 10.56778/jdlde.v2i2.117.Search in Google Scholar
Putman, R. S., & Rose, C. D. (2022). Virtual practice for authentic classrooms: How to prepare preservice teachers to be day one ready. In A. S. Zimmerman (Ed.), Advances in Higher Education and Professional Development (pp. 137–157). Pennsylvania: IGI Global. doi: 10.4018/978-1-6684-5316-2.ch008.Search in Google Scholar
Ravichandran, R. R., & Mahapatra, J. (2023). Virtual reality in vocational education and training: Challenges and possibilities. Journal of Digital Learning and Education, 3(1), 25–31. doi: 10.52562/jdle.v3i1.602.Search in Google Scholar
Razia, B., Awwad, B., & Taqi, N. (2023). The relationship between artificial intelligence (AI) and its aspects in higher education. Development and Learning in Organizations: An International Journal, 37(3), 21–23. doi: 10.1108/DLO-04-2022-0074.Search in Google Scholar
Riyana, C., & Setiawan, B. (2023). 3D interactive virtual reality media to improve learning outcomes in thematic subjects. JPI (Jurnal Pendidikan Indonesia), 12(2), 223–233. doi: 10.23887/jpiundiksha.v12i2.58472.Search in Google Scholar
Romanov, A., Salimzhanov, I., Imam, M., Askarbekuly, N., Mazzara, M., Succi, G., … Bobrov, E. (2022). Applying AI in education creating a grading prediction system and digitalizing student profiles. 2022 International Conference on Frontiers of Communications, Information System and Data Science (CISDS) (pp. 84–93). doi: 10.1109/CISDS57597.2022.00021.Search in Google Scholar
Sajid Mohammad S., & Saheal, H. (2023). A sneak peek into the future of artificial intelligence in education: Opportunities and challenges. In C. Krishnan, M. Babbar, & G. Singh (Eds.), Digital transformation in education: Emerging markets and opportunities (pp. 207–222). Netherland: Bentham Science Publishers.10.2174/9789815124750123010016Search in Google Scholar
Sally Wu, Y.-H., & Alan Hung, S.-T. (2022). The effects of virtual reality-infused instruction on elementary school students’ English-speaking performance, willingness to communicate, and learning autonomy. Journal of Educational Computing Research, 60(6), 1558–1587. doi: 10.1177/07356331211068207.Search in Google Scholar
Sanabria, J. C., & Arámburo-Lizárraga, J. (2017). Enhancing 21st century skills with AR: Using the gradual immersion method to develop collaborative creativity. EURASIA Journal of Mathematics, Science and Technology Education, 13(2), 487–501. doi: 10.12973/eurasia.2017.00627a.Search in Google Scholar
Saravana Kumar, N. M. (2019). Implementation of artificial intelligence in imparting education and evaluating student performance. Journal of Artificial Intelligence and Capsule Networks, 1(1), 1–9. doi: 10.36548/jaicn.2019.1.001.Search in Google Scholar
Sari, A. R. (2022). 21st century skills-based learning: optimizing virtual reality media through blended learning. Proceedings Series on Social Sciences & Humanities, 3, 30–33. doi: 10.30595/pssh.v3i.325.Search in Google Scholar
Schumann, C.-A., Reuther, K., Tittmann, C., Clauß, A.-M., & Kauper, J. (2020). Impact of AI application on digital education focused on STE(A)M. EDEN Conference Proceedings, 1, 153–161. doi: 10.38069/edenconf-2020-ac0013.Search in Google Scholar
Sharma, S., & Sharma, D. (2023). Integrating artificial intelligence into education. International Journal of Advanced Academic Studies, 5(6), 35–39. doi: 10.33545/27068919.2023.v5.i6a.1004.Search in Google Scholar
Shrungare, J. (2023). AI in education. XRDS: Crossroads, The ACM Magazine for Students, 29(3), 63–65. doi: 10.1145/3589657.Search in Google Scholar
Southgate, E., Smith, S. P., Cividino, C., Saxby, S., Kilham, J., Eather, G., … Bergin, C. (2019). Embedding immersive virtual reality in classrooms: Ethical, organizational and educational lessons in bridging research and practice. International Journal of Child-Computer Interaction, 19, 19–29. doi: 10.1016/j.ijcci.2018.10.002.Search in Google Scholar
Suh, H. (2014). Development of lesson plans utilizing VR experiencing classroom in a smart elementary school. International Journal of Multimedia and Ubiquitous Engineering, 9(6), 1–8. doi: 10.14257/ijmue.2014.9.6.01.Search in Google Scholar
Sun, K.-T., Lin, C.-L., & Wang, S.-M. (2010). A 3-D virtual reality model of the sun and the moon for e-learning at elementary schools. International Journal of Science and Mathematics Education, 8(4), 689–710. doi: 10.1007/s10763-009-9181-z.Search in Google Scholar
Tarng, W., Pan, I.-C., & Ou, K.-L. (2022). Effectiveness of virtual reality on attention training for elementary school students. Systems, 10(4), 104. doi: 10.3390/systems10040104. Search in Google Scholar
Thana, P. M., Adiatma, T., & Ramli, R. B. (2022). Developing students’ 21st-century skills through a multidisciplinary approach. Journal of Digital Learning and Distance Education, 1(7), 277–283. doi: 10.56778/jdlde.v1i7.64.Search in Google Scholar
Tiken, N., Erita, Y., Putri, R. S., & Salmiyanti. (2023). Application of electronic learning and educators’ challenges in the 21st Century. Journal of Digital Learning and Distance Education, 1(11), 355–360. doi: 10.56778/jdlde.v1i11.63.Search in Google Scholar
Tiwari, C. K., Bhaskar, P., & Pal, A. (2023). Prospects of augmented reality and virtual reality for online education: A scientometric view. International Journal of Educational Management, 37(5), 1042–1066. doi: 10.1108/IJEM-10-2022-0407.Search in Google Scholar
Villena-Taranilla, R., Cózar-Gutiérrez, R., González-Calero, J. A., & Diago, P. D. (2023). An extended technology acceptance model on immersive virtual reality use with primary school students. Technology, Pedagogy and Education, 32(3), 367–388.10.1080/1475939X.2023.2196281Search in Google Scholar
Vreeburg Izzo, M., Yurick, A., Nagaraja, H. N., & Novak, J. A. (2010). Effects of a 21st-century curriculum on students’ information technology and transition skills. Career Development for Exceptional Individuals, 33(2), 95–105. doi: 10.1177/0885728810369348.Search in Google Scholar
Wang, D., Xiao, Z., Wang, B., & Lin, J. (2022). P-2.1: Application of virtual reality in primary school english teaching. SID Symposium Digest of Technical Papers, 53(S1), 625. doi: 10.1002/sdtp.16044.Search in Google Scholar
Wogu, I. A. P., Misra, S., Assibong, P. A., Olu-Owolabi, E. F., Maskeliūnas, R., & Damasevicius, R. (2019). Artificial intelligence, smart classrooms and online education in the 21st Century: Implications for human development. Journal of Cases on Information Technology, 21(3), 66–79. doi: 10.4018/JCIT.2019070105.Search in Google Scholar
Wu, W.-C. V., Manabe, K., Marek, M. W., & Shu, Y. (2023). Enhancing 21st-century competencies via virtual reality digital content creation. Journal of Research on Technology in Education, 55(3), 388–410. doi: 10.1080/15391523.2021.1962455.Search in Google Scholar
Xu, S., Lu, R., & Liu, P. (2023). Analysis of the advantages of applying VR to education. Advances in Education, Humanities and Social Science Research, 7(1), 236. doi: 10.56028/aehssr.7.1.236.2023.Search in Google Scholar
Yarali, A. (2023). From 5G to 6G: Technologies, architecture, AI, and security (1st ed.). New York: Wiley. doi: 10.1002/9781119883111.Search in Google Scholar
Yoon, M., & Jang, M. (2022). Gukak VR contents and Korean traditional music appreciation education in elementary school. The Korean Society of Music Education Technology, 50, 113–133. doi: 10.30832/JMES.2022.50.113.Search in Google Scholar
Żammit, J. (2023). Exploring the effectiveness of Virtual Reality in teaching Maltese. Computers & Education: X Reality, 3, 100035. doi: 10.1016/j.cexr.2023.100035.Search in Google Scholar
Zhang, B., Xia, H., & Lim, H. (2019). Development of an AI-based teaching assisting system. Proceedings of the International Conference on Artificial Intelligence, Information Processing and Cloud Computing (pp. 1–5). doi: 10.1145/3371425.3371498.Search in Google Scholar
© 2024 the author(s), published by De Gruyter
This work is licensed under the Creative Commons Attribution 4.0 International License.
