Towards Enhanced Learning through Presence: A Systematic Review of Presence in Virtual Reality Across Tasks and Disciplines

Abstract

The rising interest in Virtual Reality (VR) technology has sparked a desire to create immersive learning platforms capable of handling various tasks across environments. Through immersive interfaces, users can engage deeply with virtual environments, enhancing both learning outcomes and task performance. In fields such as education, engineering, and collaboration, presence has emerged as a critical factor influencing user engagement, motivation, and skill mastery. This review provides a comprehensive examination of the role of presence across different tasks and disciplines, exploring how its design impacts learning outcomes. Using a systematic search strategy based on the PRISMA method, we screened 2,793 articles and included 78 studies that met our inclusion criteria. We conducted a detailed classification and analysis of different types of presence in VR environments, including spatial presence, social presence, co-presence, self-presence, and cognitive presence. This review emphasizes how these varied types of presence affect learning outcomes across tasks and fields, and examines how design elements and interaction techniques shape presence and subsequently impact learning outcomes. We also summarize trends and future directions, identifying research gaps and opportunities to improve learning outcomes by enhancing presence in VR environments, thus offering guidance and insight for future research on VR presence and learning effectiveness.