Virtual reality in physical education: A systematic literature review

Virtual reality (VR) holds substantial potential for enhancing learning in physical education (PE), with applications ranging from exergames to more realistic sport simulations and motion-feedback systems. However, many assumptions regarding its usefulness in PE are derived from conceptual or laboratory-based research rather than from studies conducted in authentic school settings. This systematic review addresses this gap by examining the types of VR applications used in K–12 PE, including curricular and extracurricular contexts, modes of implementation, and the main outcomes reported in empirical studies. Following PRISMA guidelines, a systematic search was conducted across two databases (Web of Science and Scopus) and one meta-database (EBSCOhost). Eleven studies published between 2017 and 2024 met the inclusion criteria. The reviewed applications varied in their level of immersion and design features, including exertion interfaces, gamification elements, and degrees of sport-related realism. Proposed mechanisms of effectiveness primarily emphasized VR's engaging qualities and its potential to support personalized learning. In practice, low-immersive systems were frequently selected to address resource constraints such as limited facilities or instructional staff. The findings suggest that immersive VR can improve visual–perceptual and psychomotor skills and promote physical activity. While some evidence indicates benefits for beginners in sport-specific tasks, only a small number of studies integrated VR into established teaching practices. Overall, VR is predominantly used as an exercise-oriented tool to enhance general physical fitness and broader perceptual–psychomotor capabilities, rather than to support sport-specific skill learning or knowledge acquisition.