By making underexplored heritage accessible and engaging, task-based VR can strengthen cultural identity

The gap

Evidence profile

Sourced from the future work and recommendations and limitations of the source papers, classified as general, drawn from work published between 2024 and 2026, spanning 4 journals. Those papers have been cited 21 times in total.

Supporting evidence — 6 representative gaps

• INTEGRATING AUGMENTED REALITY WITH TRADITIONAL PAKISTANI TEXTILE DESIGNS FOR IMMERSIVE CULTURAL EXPERIENCES (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Future research can expand this study by exploring the integration of other immersive technologies such as Virtual Reality (VR), Mixed Reality (MR), Artificial Intelligence (AI), and metaverse platforms with traditional textile heritage preservation. Comparative studies between AR and other immersive systems could provide deeper understanding of the most effective technologies for cultural engagement and learning outcomes. Future studies may also focus on developing fully functional AR applications and evaluating user experiences through experimental research designs. Researchers can investigate long-term impacts of immersive technologies on cultural emotional learning, attachment, and heritage sustainability. Additionally, future research can examine specific regional textile traditions of Pakistan such as Sindhi Ajrak, Balochi embroidery, Kashmiri shawls, and Punjabi Phulkari in order to develop immersive cultural platforms. Cross-cultural comparative studies involving from different countries may also provide broader perspectives on global digital heritage preservation practices. Researchers may further explore the economic and commercial implications of AR integration for artisans, fashion industries, and cultural tourism sectors. Investigating user acceptance, technological accessibility, and digital literacy challenges among rural artisan communities can also contribute to more inclusive digital heritage strategies. textile heritage specialized behavior,

  generalfuture work
  Keywords: heritage cultural immersive future technologies textile digital integration reality platforms preservation comparative provide learning user
• Enhancing Cultural Learning Through Virtual Reality: A Case Study of the ‘Ain Ghazal Statues (2026) · Journal of Information Technology Education Research · doi

  By making underexplored heritage accessible and engaging, task-based VR can strengthen cultural identity, support preservation efforts, and create new, mean- ingful opportunities for museums and tourism. Future studies should examine long-term knowledge retention from task-based VR, explore the role of creative freedom within these experiences, and assess their impact on diverse global audiences.

  generalfuture work
  Keywords: task based making underexplored heritage accessible engaging strengthen cultural identity support preservation efforts create mean
• Enhancing Cultural Learning Through Virtual Reality: A Case Study of the ‘Ain Ghazal Statues (2026) · Journal of Information Technology Education Research · doi

  Future studies should incorporate a control group or a comparative learning condition to isolate the educational impact of VR better. Expanding the participant pool to include school learners, older adults, and international visitors would also improve understanding of how diverse audiences engage with VR-based heritage experiences. Further research could explore less guided or more open-ended versions of the experience, allowing users to experiment with alternative construction approaches or personalize outcomes. Investigating long-term retention, emotional impact over time, and transfer of learning to real museum visits would provide valuable insight into the lasting effects of immersive heritage learning. Finally, future work may examine how advances in interaction fidelity, hand tracking, and environ- mental realism influence perceived authenticity and educational engagement in task-based VR appli- cations. CONCLUSION This study examined the educational impact of an immersive, task-based VR experience designed to simulate a historical reconstruction process using a Neolithic site as a case study. By engaging users in archaeologically informed reconstruction tasks, the experience supported learning through em- bodied interaction rather than passive observation. Applying this approach to a lesser-known archae- ological site that has received limited digital interpretation represents a key novel contribution of this work. The findings directly address the study’s research questions. In relation to RQ1, hands-on participa- tion in the VR experience was associated with significant improvements in participants’ factual un- derstanding of the statue-building process. Regarding RQ2, a strong relationship was observed be- tween cultural appreciation and perceived learning, indicating that emotional and cultural engage- ment played an important role in participants’ evaluation of their learning outcomes. For RQ3, high perceived authenticity ratings were positively associated with learning outcomes, highlighting the im- portance of realism and credibility in educational VR design. 23 VR and Cultural Learning: The ‘Ain Ghazal Statues Qualitative findings further supported these results. Participants consistently emphasized “learning by doing,” increased cultural pride, and a stronger emotional connection to the Neolithic environ- ment. The integration of quantitative and qualitative evidence demonstrates how task-based VR can simultaneously support cognitive understanding and affective engagement, reinforcing the educa- tional value of embodied learning in cultural heritage contexts. From a practical perspective, the study offers clear guidance for museums, heritage institutions, and educators. For museums, task-based VR can complement traditional exhibits by allowing visitors to actively engage with reconstruction processes rather than viewing finished artifacts alone. For educa- tors, integrating structured VR tasks, such as guided building sequences or comparative reconstruc- tion activities, can support archaeological reasoning and deepen understanding of cultural context. Designers are encouraged to prioritize historical accuracy, meaningful interaction, and usability to enhance both authenticity and learning value. Several limitations should be acknowledged. The absence of a control group limits causal interpreta- tion, and learning outcomes were measured only in the short term. Broader challenges related to scalability, accessibility, and technological cost may also affect the feasibility of implementing similar VR experiences across institutions. Minor usability constraints and limited creative flexibility identi- fied by participants suggest opportunities for future refinement. Overall, the findings support immersive, task-based VR as a promising platform for cultural heritage education. As VR technologies become more accessible and affordable, they have the potential to transform how archaeological knowledge is preserved, interpreted, and shared. Future applications that combine embodied learning, emotional engagement, and authenticity may play a significant role in shaping cultural preservation and heritage education over the coming decade. ACKNOWLEDGMENTS This work was supported by the King Abdullah I School of Graduate Studies & Scientific Research at Princess Sumaya University for Technology under grant number 2024/2023 – 47(15). The author extends sincere thanks to the Jordan Museum for their valuable collaboration and expert input dur- ing the development of the VR experience. Special appreciation is also given to the students who participated in the study for their time, engagement, and thoughtful feedback, which enriched the quality of this research. DECLARATION

  generalfuture work
  Keywords: learning cultural based heritage experience task future educational outcomes emotional authenticity engagement participants impact understanding
• Enhancing Cultural Learning Through Virtual Reality: A Case Study of the ‘Ain Ghazal Statues (2026) · Journal of Information Technology Education Research · doi

  for Practitioners The task-based VR experience led to a significant improvement in factual knowledge (Z = –12.498, p < .001). A strong, positive correlation was found between cultural appreciation and learning outcomes (r = 0.582, p < .001). Per- ceived authenticity was also a strong predictor of the experience’s educational effectiveness (r = 0.549, p < .001). Key interview themes included “Learning by Doing” and “Cultural Appreciation.” Museum professionals and educators should design interactive, task-based VR experiences that allow users to “learn by doing.” To maximize educational im- pact, practitioners must carefully balance archaeological authenticity with user- centered design, as this balance directly fosters both factual understanding and cultural appreciation.

  generalrecommendations
  Keywords: cultural appreciation practitioners task based experience factual strong learning authenticity educational doing design balance significant
• Shaping the future of creative education: the transformative power of VR in art and design learning (2024) · Frontiers in Education · cited 19× · doi

  The future research agenda emerging from this study should adopt a holistic lens, with the aim of broadening the understanding of VR’s role in education. A comprehensive approach would encompass investigating VR’s cross-cultural efficacy, its adaptability across various academic disciplines, and its impact on long-term learning outcomes. Further inquiry might consider the nuanced effects of VR on cognitive processes and how these translate into academic and professional success. Such work should also prioritize the development of pedagogical frameworks for VR integration, ensuring that its deployment in educational settings is both methodologically sound and ethically responsible. Moreover, a concerted effort to address VR accessibility will be crucial in democratizing educational technology and ensuring that the benefits of VR-enhanced learning are available to all students, regardless of background or ability. By advancing a research paradigm that is integrative and globally conscious, future studies can pave the way for VR to become a cornerstone of innovative, inclusive, and effective education.

  generalfuture work
  Keywords: future education academic learning ensuring educational agenda emerging adopt holistic lens broadening understanding role comprehensive
• Guidance in museum virtual tours: The impact of a gamified mobile guide on elementary students’ learning experiences (2026) · Education and Information Technologies · cited 2× · doi

  Future studies could address these limitations by employing more flexible and familiar tools, offering non-linear navigation, and allowing learners to review content and self-correct during the learning process. Future research should consider longitudinal or repeated-exposure designs to better capture the temporal development of engagement and emotional attachment in virtual museum environments. The study may be limited by the fact that the guides in the two groups did not offer similar opportunities.

  generallimitations
  Keywords: future address limitations employing flexible familiar tools offering linear navigation allowing learners review content self

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