Virtual Reality Technology in Science Education: Exploring Trends and Future Perspectives

Abstract

The importance of virtual reality in science education is constantly increasing. For this reason, this study aims to identify current trends in science education through virtual reality (VR) themes using a bibliometric analysis of the Web of Science (WoS) database. Data analysis was conducted with VOSviewer software. Findings reveal that VR studies are primarily categorized under “Education Educational Research” and “Education Scientific Disciplines.” VR technology first appeared in science education research in 2002, with publications steadily increasing over time. The most prolific and influential researchers were Lamb, Richard, and Etopio, Elisabeth, while the United States, Australia, and Türkiye had the highest academic impact. The most frequently used keywords were “virtual reality,” “science education,” “augmented reality,” and “higher education,” while recurring abstract terms included “technology,” “knowledge,” and “research.” These results underscore the rising importance of VR technologies in science education and map the evolving research landscape, offering valuable insights for future studies and educational practices.