Virtual Frontiers in STEM Education: A Systematic Review and SWOT Analysis of Virtual Reality-Based Interventions at the Preparatory School Level

Abstract

This systematic review explores the potential of virtual reality-(VR)-based interventions in preparatory-level STEM education, incorporating Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis for a comprehensive evaluation. Following PRISMA guidelines, 35 articles published between 2000 and 2024 were selected based on predefined criteria, encompassing diverse international contexts. Analysis revealed that science predominantly leverages VR interventions at this level (n = 26). Game-based learning emerged as the most common pedagogical approach (n = 19), followed by inquiry-based models (n = 6). Key student outcomes targeted by VR-based instruction included cognitive (n = 25), affective (n = 24), and behavioral gains (n = 19). The SWOT analysis highlights strengths, weaknesses, opportunities, and threats, offering valuable insights for enhancing STEM education. This research informs policymakers on future VR initiatives and equips educators with strategies to create impactful, engaging VR-driven learning experiences, fostering meaningful advancements in preparatory-level STEM education.