Cogent Education

Educational Innovation in Virtual Reality and Augmented Reality

Cogent Education is pleased to welcome you to submit your research to the Article Collection "Educational Innovation in Virtual Reality and Augmented Reality".

Recent advances in immersive technologies are reshaping educational theory and practice, with Virtual Reality (VR) and Augmented Reality (AR) playing a central role in enabling learners to engage with complex concepts through immersive, interactive, and context-rich environments. Increasingly, these immersive learning environments are enhanced by Generative Artificial Intelligence (GenAI), which functions as a complementary layer that supports personalization, adaptive feedback, intelligent guidance, and dynamic content generation within VR and AR contexts. Rather than serving as a standalone focus, GenAI augments immersive systems by enabling responsive virtual instructors, intelligent agents, and adaptive learning scenarios that evolve in real time based on learner interaction and performance. This integration extends VR and AR beyond static simulations toward more intelligent, learner-centered, and experiential educational ecosystems. Across K–12, higher education, professional training, and lifelong learning contexts, such AI-enhanced immersive environments are transforming how knowledge is designed, delivered, and assessed. This Article Collection provides a platform for examining theoretical frameworks, empirical evidence, design approaches, and practical applications of VR and AR in education, in addition to the role of generative AI as an enabling component.

Understanding the educational implications of Virtual Reality and Augmented Reality is critical as these technologies move from experimental tools to mainstream components of learning ecosystems. Despite growing adoption, there remains a lack of consolidated evidence on their pedagogical effectiveness, design principles, and long-term impact on learning outcomes, equity, and learner engagement. Educators and institutions often face challenges in selecting, implementing, and evaluating these technologies in ways that align with sound instructional practices.

Moreover, the rapid development of generative AI raises urgent questions related to academic integrity, ethical use, data privacy, and the evolving roles of teachers and learners. Addressing these issues requires rigorous research that bridges technological innovation with educational theory and practice. This Article Collection is important because it offers a timely opportunity to critically examine both the benefits and limitations of VR and AR, providing evidence-based insights that can inform policy decisions, curriculum design, and future research directions.

This Article Collection focuses on the design, implementation, and evaluation of Virtual Reality (VR) and Augmented Reality (AR) in educational contexts. We encourage submissions with attention to the intelligent components that enhance immersive learning environments. Rather than focusing on artificial intelligence or generative artificial intelligence in isolation, the collection emphasizes their use in conjunction with VR and AR to support adaptive, interactive, and learner-centered educational experiences. It welcomes contributions that align with the journal’s scope by addressing both theoretical and applied perspectives.

Relevant subtopics include, but are not limited to:

1. Immersive learning environments
2. AI-enhanced personalization and assessment within VR and AR systems
3. Learning Analytics in immersive environments
4. Intelligent virtual tutors and agents
5. Generative content creation for immersive education
6. Pedagogical frameworks for VR and AI integration
7. Ethical and accessibility considerations
8. Case studies across formal and informal learning settings.

The collection encourages submissions employing diverse methodological approaches, including experimental studies, design-based research, mixed-methods investigations, and large-scale empirical analyses. Preferred article types include original research articles, systematic or scoping reviews, conceptual or theoretical papers, and well-documented case studies that demonstrate innovative educational practices.

Meet the Guest Advisor

Dr. Ali Darejeh is a faculty member and researcher at UNSW specializing in AR/VR, brain–computer interfaces, serious games, and educational technology. His work integrates emerging technologies with educational psychology. He also brings extensive industry experience as a UX researcher and gamification designer across healthcare, oil and gas, and finance sectors.