Aziz Kurniawan, Hartono Hartono, Bambang Subali
The COVID-19 pandemic has had a significant impact, including the change in learning methods from face-to-face to non-face-to-face learning. This change in method accelerates innovation in the use of technology to support non-face-to-face learning. Immersive technologies, such as Augmented Reality (AR), Virtual Reality (VR), and Virtual laboratories, have offered authentic and interactive non-face-to-face learning experiences in science education. This study employed a systematic literature review (SLR) method to map trends and innovations in the development of immersive technology in science education from 2019 to 2024. The literature data were obtained from the Scopus database and then selected using the PRISMA method to ensure their credibility and relevance. The results indicate a significant increase in research on immersive technology. The countries with the most significant contributions are Germany and the United States, and the most prominent participants are university students and lecturers. In addition, researchers identified six categories of challenges in developing immersive technology: technical, pedagogical, psychological, evaluation, social, and content. Despite these challenges, this presents new opportunities for developing immersive technology innovations, such as cross-disciplinary innovation, adaptive and inclusive learning, and collaboration between academics and practitioners. © 2026, University of Southern MIssissippi. All rights reserved.
Universitas Negeri Semarang, Indonesia
