more conservative review findings reflect both the maturation of VR technology and the progressive refinement of instructional design practices across the study period, with earlier VR studies frequen

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Effects of desktop virtual reality on woodworking theory learning in higher art education (2026) · doi

  Although desktop VR has many advantages in woodworking theory teaching, its limited operating experience and difficulty in converting actual skills still need attention. In order to maximize the teaching effect, DVR should be organically integrated with traditional teaching and practical operations in accordance with actual needs to make up for the technical limitations and reduce excessive dependence on a single technology. ARTICLE IN PRESSARTICLE IN PRESS ACCEPTED MANUSCRIPT ARTICLE IN PRESS There exists an inherent cognitive gap between theoretical principles and practical application. While current systems can visualize historical cases and tool usage, designing interactive mechanisms that enable learners to naturally grasp and apply underlying theories through hands on practice rather than merely mimicking steps remains a profound challenge in instructional design. While DVR environments excel at providing visual and basic interactive feedback, they cannot fully simulate the tactile feel of real materials, the resistance of tools, or the immediate physical consequences of operational errors. This lack of perceptual feedback may limit the transfer of skills to real world work scenarios. Desktop VR solves the problem of theoretical explanations that are too flat, but the course content is varied and complex, and the system still needs further design in the future. This study's sample is restricted to students from the School of Art at a specific university. The small sample size may limit the generalizability of the research findings. The teaching environment, student background, and curriculum settings of different colleges may be different, which affects the generalizability of the research results. In addition, since the research subjects are mainly students from the School of Art, their acceptance and experience of VR technology may differ from those of students from other majors. Therefore, future research should consider expanding the sample scope to improve the universality of the research results. ARTICLE IN PRESSARTICLE IN PRESS ACCEPTED MANUSCRIPT ARTICLE IN PRESS Although all students were provided with the same woodworking theory content, individual differences could influence learning outcomes and cognitive load. Additionally, factors like the teacher's teaching style, classroom interactions, and familiarity with desktop VR software during the experiment may also impact the results. Therefore, future research can reduce these interfering factors' impact by strictly controlling variables or adopting more sophisticated experimental designs. The final results show that the impact of desktop VR on students' interest did not reach a significant level, which may be related to the measurement method, experimental time, or the design of VR content. This study used a questionnaire to measure students' interest levels, but interest may be affected by short-term experience and is difficult to capture through a one- time measurement fully. In addition, the VR learning experience is short, and students' interest may not have been fully demonstrated or formed a more stable trend. Therefore, future research can use longer follow-up surveys or qualitative interviews to more deeply analyze the impact of desktop VR on students' interest. When designing a VR woodworking theory teaching system, it is necessary to consider students' learning needs and cognitive characteristics fully, and reasonably set up the simulation environment and interaction methods to ensure that users can master woodworking theory knowledge in a relaxed and pleasant atmosphere. Since desktop VR requires teachers to master new technologies, it is not yet verified whether teachers' attitudes, ARTICLE IN PRESSARTICLE IN PRESS ACCEPTED MANUSCRIPT ARTICLE IN PRESS technology acceptance, and training needs will affect the implementation of VR teaching. However, due to technical limitations, desktop VR has a low sense of immersion and may not be able to replace the teaching effect of immersive VR completely. The development cost of high-quality desktop VR teaching resources is high, and the existing content coverage is limited. Although the operation threshold is low, teachers still need to receive specific training to effectively integrate desktop VR technology with teaching content. In future development, it is necessary to continuously optimize technology and equipment and improve teaching content and simulation environment so as to serve woodworking theory teaching better.

  Keywords: teaching desktop article press students content woodworking theory technology future interest experience needs fully impact
• Digital Transformation in Physics Education: A Systematic Review of Technology-Enhanced Learning Environments (2026) · doi

  (2019) more conservative review findings reflect both the maturation of VR technology and the progressive refinement of instructional design practices across the study period, with earlier VR studies frequently reporting null or mixed results attributable to technological limitations and pedagogically under-designed interventions.

  Keywords: conservative review reflect maturation technology progressive refinement instructional design practices across period earlier frequently reporting
• The Impact of Learning Management through Design Thinking and VR Technology to Enhance the Engineering Drawing Ability of the Second-Year Vocational Students (2026) · doi

  Based on the findings of this study, learning management through design thinking and VR technology should be implemented in engineering drawing courses, particularly in vocational education contexts. Using VR environments to present three-dimensional models and spatial structures can enhance students’ understanding of complex geometric relationships and support the development of engineering drawing ability as an integrated cognitive competence. To ensure effective implementation, systematic professional development for teachers is essential, with Published by Sciedu Press 52 ISSN 1925-0746 E-ISSN 1925-0754 http://wje.sciedupress.com

  Keywords: engineering drawing development issn based learning management design thinking technology implemented courses particularly vocational education