This study is a systematic review of 20 years of research on the usage of virtual reality (VR) in K‐12 and higher education settings, which aims to consolidate, evaluate, and communicate evidence that can inform both the theory and practice of VR‐based instruction. A total of 149 articles were selected from three major academic databases using search strings and manual screening protocols. The literature analysis emphasized four interrelated aspects of VR‐based instruction: instructional context, instructional design, technological affordances, and research findings. The results revealed evolving trends in the VR literature in terms of publication patterns, pedagogical assumptions, equipment usage, and research methodologies, as well as the contextual factors behind VR adoption in education. Additionally, a meta‐analysis was conducted to examine the efficacy of VR‐based instruction, with results indicating an overall medium effect and several moderating factors. Finally, practical implications and a future research agenda for VR‐based instruction are discussed.

中文翻译：

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K-12和高等教育中的虚拟现实：2000年至2019年文献的系统回顾

这项研究是对20年来在K-12和高等教育环境中使用虚拟现实（VR）的研究的系统回顾，旨在巩固，评估和交流可以为VR-VR理论和实践提供依据的证据基于指令。使用搜索字符串和手动筛选方案从三个主要的学术数据库中选择了149条文章。文献分析强调了基于VR的教学的四个相互关联的方面：教学背景，教学设计，技术能力和研究结果。结果揭示了VR文献在出版方式，教学假设，设备使用和研究方法方面的发展趋势，以及在教育中采用VR的背景因素。此外，进行了一项荟萃分析，以检验基于VR的教学的有效性，结果表明了整体的媒体效果和几个调节因素。最后，讨论了基于VR的教学的实际意义和未来的研究议程。