#723: Immersive Virtual Reality in STEM Education: A Systematic Review of Theoretical Constructs

Immersive Virtual Reality (IVR) has shown a positive impact on teaching and learning processes within STEM education; however, limited knowledge still exists regarding the factors that influence and interact within this process. Accordingly, the present study focuses on reviewing the affective and cognitive aspects examined in recent literature and analyzing the relationships established among them. The findings indicate that factors such as immersion, interactivity, control, presence, and graphic quality significantly influence variables like motivation, enjoyment, self-efficacy, and learning outcomes. Nevertheless, there remains a need to consolidate a theoretical foundation that explains how these elements interact to foster meaningful learning in immersive environments. Therefore, future empirical research should further explore these factors and their causal relationships to deepen the understanding of learning processes in IVR-based education.