Virtual reality applications in computer science education: scoping review

This scoping review explores the application of virtual reality (VR) technologies to computer science (CS) education. With the increasing scholarly interest in immersive and interactive learning, VR exhibits a strong potential in helping learners understand abstract CS concepts such as algorithms, object-oriented programming (OOP), and computational thinking. This study conducted a comprehensive search across six databases and screened 3178 articles. A total of 30 peer-reviewed studies were included based on defined eligibility criteria. These studies were analyzed in terms of application features, educational focus, evaluation outcomes, and key findings. The findings revealed that the majority of VR applications support conceptual learning instead of practical programming. Common design features included visual metaphors, game-inspired tasks, virtual panels, and embodied interactions, frequently tailored to specific CS topics or user groups. While numerous studies reported positive outcomes in learner performance and engagement, a number of challenges persist such as limited features for collaboration, usability issues, and lack of theoretical foundation. Gamification and constructivist approaches were frequently adopted, although without clear instructional grounding in certain cases. This review addresses critical gaps in the existing literature by systematically analyzing VR design features and their reported associations with learning outcomes in CS education, identifying current trends, and persistent limitations. It offers insights for educators and developers on effective application designs and offers directions for future work, including broader content coverage, enhanced collaborative features, and increased integration of theoretically informed design strategies.