Gamified learning in virtual reality: a scoping review (2010-2025)

Abstract

This paper provides a scoping review of gamified learning in virtual reality (VR) from 2010-2025, which combines trends from various disciplines, game types, and learning approaches. This paper differs from previous ones, which mainly focus on bibliometric results, by critically examining 108 publications to determine the dominant types of VR games, their correlation with learning outcomes, and the impact on the learning process. This paper follows the preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews (PRISMA-ScR) protocol. The findings suggest that simulation, role-playing, and problem-solving VR games are the most common, particularly in healthcare and science, technology, engineering, and mathematics (STEM) fields, improving engagement, retention, and skill development. The use of VR games in other fields and the needs of neurodiverse or physically disabled learners have yet to be explored. The review discusses the use of big data and cloud computing for VR deployment and adaption, and the significance of low and no-code technologies for educators developing VR without programming knowledge. Through the synthesis of patterns, research gaps, and cross-disciplinary challenges, this study provides a roadmap for VR-based gamification research, with emphasis on inclusivity, ethical considerations, long-term learning effectiveness beyond novelty effects, and sustainable educational integration.