Embracing Augmented Reality and Virtual Reality in South African Basic Education: A Systematic Literature Review

Authors

  • Beauty Mugoniwa University of South Africa, South Africa
Pages Icon

DOI:

https://doi.org/10.63158/journalisi.v8i3.1590

Keywords:

systematic literature review, augmented reality, virtual reality, South African basic education, teacher preparedness

Abstract

This study reviews the integration of augmented reality (AR) and virtual reality (VR) in South African basic education. To investigate how immersive technologies are applied in teaching and learning, focusing on learner outcomes, teacher preparedness and systemic enabling conditions. The systematic literature review (SLR) was guided by Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) and Systematic Procedures and Rationales for Systematic Literature Reviews (SPAR-4-SLR) frameworks and analysed 22 studies from journal articles, conference papers and theses published between 2018 and 30 September 2025. AR and VR adoption remains uneven and largely experimental, with implementation concentrated in urban and better-resourced facilities, particularly within STEM-related subjects. Browser-based simulations, low-cost virtual laboratories and mobile applications were the most frequently reported technologies, while fully immersive VR deployments were limited due to the financial and infrastructural constraints. Also, immersive technologies can improve experiential learning, conceptual understanding and learner engagement. Adoption is constrained by policy limitations, inadequate infrastructure, unequal access between rural and urban schools and insufficient teacher training. Synthesising fragments evidence and interpreting adoption patterns through the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT) and Theory of Planned Behavior (TPB). There is a need for context-sensitive implementation strategies, infrastructural investment and improved teacher development to support AR/VR integration.

Downloads

Download data is not yet available.

References

[1] A. Dewa, “Artificial Intelligence for educational sustainability in the South African school system: A bibliometric analysis and literature review,” 2024.

[2] O. A. Awodiji and A. Katjiteo, “A systematic review on the fourth industrial revolution: African basic schools’ readiness,” Jurnal Bidang Pendidikan Dasar, vol. 7, no. 2, pp. 192–208, Jul. 2023, doi: 10.21067/jbpd.v7i2.8565.

[3] M. Tshidi and A. Dewa, “The promise and peril of Coding & Robotics education in South Africa: A scoping review of teacher preparation and generative artificial intelligence’s potential for delivering equity,” Journal of Education, no. 96, pp. 141–164, Nov. 2024, doi: 10.17159/2520-9868/i96a08.

[4] N. Pellas, A. Dengel, and A. Christopoulos, “A Scoping Review of Immersive Virtual Reality in STEM Education,” Oct. 01, 2020, Institute of Electrical and Electronics Engineers Inc. doi: 10.1109/TLT.2020.3019405.

[5] T. Tene, J. A. Marcatoma Tixi, M. de L. Palacios Robalino, M. J. Mendoza Salazar, C. Vacacela Gomez, and S. Bellucci, “Integrating immersive technologies with STEM education: a systematic review,” 2024, Frontiers Media SA. doi: 10.3389/feduc.2024.1410163.

[6] R. B. Khan Soomro, A. Basit Soomro, S. T. Ali Shah, and I. Memon, “Integration of Virtual Reality and Augmented Reality into STEAM Education: A Meta-Analysis,” Journal of Advance Research in Social Science and Humanities (ISSN 2208-2387), vol. 11, no. 1, pp. 7–21, Mar. 2025, doi: 10.61841/ameexk04.

[7] F. Yanti, L. Lufri, and Y. Ahda, “Current Trends in Augmented Reality to Improve Senior High School Students’ Skills in Education 4.0: A Systematic Literature Review,” Jan. 01, 2025, Walter de Gruyter GmbH. doi: 10.1515/edu-2024-0053.

[8] Hyacinthe Tonga, “Augmented virtual reality in South African education and the field of architectural engineering for global impact,” International Journal of Science and Research Archive, vol. 15, no. 3, pp. 1510–1523, Jun. 2025, doi: 10.30574/ijsra.2025.15.3.1941.

[9] M. Ngema and A. Motlhabane, “Virtual labs in life sciences education: A case study of grade 10 learners in selected South African rural schools,” Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 2, 2025, doi: 10.29333/ejmste/15925.

[10] H. T. Crogman, V. D. Cano, E. Pacheco, R. B. Sonawane, and R. Boroon, “Virtual Reality, Augmented Reality, and Mixed Reality in Experiential Learning: Transforming Educational Paradigms,” Educ. Sci. (Basel)., vol. 15, no. 3, Mar. 2025, doi: 10.3390/educsci15030303.

[11] M. Penn, “Pre-service natural sciences teachers’ experiences of virtual and augmented reality-enhanced inquiry learning,” University of Johannesburg, 2022. [Online]. Available: http://hdl.handle.net/102000/0002

[12] A. Van der Westhuizen, S. Naidoo, M. Henry, and A. Myburgh, “Pre-Service Teachers’ Experiences with Virtual Reality Goggles as a Pedagogical Tool for learning Grade 4 Social Sciences (Geography),” The Journal of Geography Education in Africa, vol. 8, pp. 79–93, Sep. 2025, doi: 10.46622/jogea.v8i.6286.

[13] K. A. Walstra, J. Cronje, and T. Vandeyar, “A Review of Virtual Reality from Primary School Teachers’ Perspectives,” Electronic Journal of e-Learning, vol. 22, no. 3, pp. 1–11, Apr. 2024, doi: 10.34190/ejel.21.4.3060.

[14] M. Penn and U. Ramnarain, “Current status and future perspectives on the integration of virtual and augmented reality in STEM education in African schools and universities,” in Information and Communications Technology in STEM Education, Routledge, 2023, pp. 198–214. doi: 10.4324/9781003279310-12.

[15] A. Chalkiadakis et al., “Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities,” Nov. 01, 2024, Multidisciplinary Digital Publishing Institute (MDPI). doi: 10.3390/educsci14111223.

[16] S. Kibat, A. Ngelambong, and N. Scott, “The Potential of Augmented Reality in Education: A Scoping Review,” International Journal of Academic Research in Business and Social Sciences, vol. 13, no. 5, May 2023, doi: 10.6007/ijarbss/v13-i5/17072.

[17] M. Salur and İ. Arıkan, “The effect of virtual reality applications on student achievement in social studies,” Journal of Educational Research, 2025, doi: 10.1080/00220671.2025.2573659.

[18] F. D. Davis and A. Granić, The Technology Acceptance Model -30 Years of TAM, 1st ed. Springer, 2024. doi: https://doi.org/10.1007/978-3-030-45274-2.

[19] I. Im, S. Hong, and M. S. Kang, “An international comparison of technology adoption: Testing the UTAUT model,” Information & Management, vol. 48, no. 1, pp. 1–8, Jan. 2011, doi: 10.1016/J.IM.2010.09.001.

[20] I. Ajzen, “The theory of planned behavior,” Organ. Behav. Hum. Decis. Process., vol. 50, no. 2, pp. 179–211, Dec. 1991, doi: 10.1016/0749-5978(91)90020-T.

[21] O. S. Falebita, P. J. Kok, O. K. Ayanwoye, and A. O. Ogunjobi, “Virtual Reality in Education 4.0: Pre-Service Teachers’ Technology Readiness and Behavioral Intention,” The International Journal of Technology, Knowledge, and Society, vol. 21, no. 2, pp. 151–177, 2025, doi: 10.18848/1832-3669/cgp/v21i02/151-177.

[22] N. R. Haddaway, A. M. Collins, D. Coughlin, and S. Kirk, “The role of google scholar in evidence reviews and its applicability to grey literature searching,” PLoS One, vol. 10, no. 9, Sep. 2015, doi: 10.1371/journal.pone.0138237.

[23] H. Khalil, A. Johns-Hayden, and K. Kynoch, “Guidance to including gray literature in systematic reviews-recommendations from an epidemiological study,” J. Clin. Epidemiol., vol. 194, Jun. 2026, doi: 10.1016/j.jclinepi.2026.112222.

[24] J. O. B. Rotimi, T. D. Moshood, and F. E. Rotimi, “The Potential Challenges and Limitations of Implementing Modern Office Design Features in Residential Spaces: A SPAR-4-SLR Approach,” Oct. 01, 2024, Multidisciplinary Digital Publishing Institute (MDPI). doi: 10.3390/buildings14103037.

[25] W. Botes, “Pre-Service Science Teachers’ Reflections on Using Virtual Reality Open Educational Resources in Life Science Education,” European Journal of STEM Education, vol. 10, no. 1, p. 17, Oct. 2025, doi: 10.20897/ejsteme/17192.

[26] K. H. Mkwizu, “Virtual Reality and Open Schooling: Challenges and Opportunities,” 2022.

[27] O. Moila, “The integration of augmented reality tools in South African schools: Selected pre-service teachers’ views,” International Research Journal of Science, vol. 5, no. 1, pp. 137–149, 2025, doi: 10.5281/zenodo.15193475.

[28] R. Mokhwesana, “Readiness of South African fee-paying public high schools in Gauteng in adopting 4IR technologies in alignment with Education 4.0,” University of the Witwatersrand, 2024.

[29] N. Khan, “Teachers’ experiences of using augmented reality technologies in Grade 10 Life Sciences: Teaching of Support Systems in Animals,” 2023.

[30] J. Dehinbo, “Developing and Exploring the Use of Virtual Reality Learning System to Teach Mathematics Towards Minimizing Failure Rate,” 2020.

[31] M. Penn and U. Ramnarain, “A comparative analysis of virtual and traditional laboratory chemistry learning,” Perspectives in Education, vol. 37, no. 2, pp. 80–97, Nov. 2019, doi: 10.18820/2519593X/pie.

[32] A. A. Ogegbo et al., “Exploring pre-service teachers’ intentions of adopting and using virtual reality classrooms in science education,” Educ. Inf. Technol. (Dordr)., vol. 29, no. 15, pp. 20299–20316, Oct. 2024, doi: 10.1007/s10639-024-12664-5.

[33] M. D. van Wyk and Z. Waghid, “South African pre-service teachers’ preparedness for fourth industrial revolution teaching and learning,” Educ. Inf. Technol. (Dordr)., vol. 28, no. 3, pp. 2887–2907, Mar. 2023, doi: 10.1007/s10639-022-11287-y.

[34] P. M. Tladi and V. U. Okwara, “Exploring the Factors Influencing the Use of Virtual Reality and Augmented Reality in Science and Technology Education: A Study of Three Schools in Harrismith, South Africa,” Nov. 2024.

[35] M. Jantjies, T. Moodley, and R. Maart, “Experiential learning through virtual and augmented reality in higher education,” in ACM International Conference Proceeding Series, Association for Computing Machinery, Dec. 2018, pp. 42–45. doi: 10.1145/3300942.3300956.

[36] N. Moyo, A. Harmse, and T. Zuva, “An Analysis of Readiness for the Adoption of Augmented and Virtual Reality in the South African Schooling System,” in Lecture Notes in Networks and Systems, Springer Science and Business Media Deutschland GmbH, 2024, pp. 304–321. doi: 10.1007/978-3-031-54820-8_24.

[37] S. J. Yende, “Feasibility of introducing digital music skills into South African primary school curriculum,” South African Journal of Childhood Education, vol. 14, no. 1, pp. 2223–7674, Aug. 2024, doi: 10.4102/sajce.

[38] B. Shambare and T. Jita, “Understanding the Adoption of Virtual Labs in Rural Secondary Schools: A Descriptive Analysis of Perceived Usefulness, Ease of Use, and Behavioral Intentions,” Rural Educator, vol. 46, no. 2, pp. 50–67, 2025, doi: 10.55533/2643-9662.1490.

[39] H. Kocasaraç and H. F. Mlotshwa, “Comparison of virtual reality perceptions of teachers working in Türkiye and South Africa,” S. Afr. J. Educ., vol. 44, no. 3, 2024, doi: 10.15700/saje. v44n3a2390.

[40] S. Jere and M. Mpeta, “Effects of Facilitating Conditions, Social Influence and Self-Efficacy on Science Teachers’ Integration of Digital Technology in South Africa: A Regression-Based Approach,” International Journal of Learning, Teaching and Educational Research, vol. 23, no. 4, pp. 334–355, Apr. 2024, doi: 10.26803/ijlter.23.4.19.

[41] K. A. Walstra, J. Cronje, and T. Vandeyar, “The influence of Virtual Reality as an educational tool on teachers’ pedagogy PHILOSOPHIAE DOCTOR in the Faculty of Education at the UNIVERSITY OF PRETORIA,” 2023.

[42] T. P. Nkosi and L. E. Mnguni, “The effects of virtual reality and physical models on grade 11 learner understanding of geometric shapes in the chemistry classroom,” 2019.

[43] J. Steynberg, J. van Biljon, and C. Pilkington, “Virtual learner experience (VLX): A new dimension of virtual reality environments for the assessment of knowledge transfer,” South African Computer Journal, vol. 35, no. 2, pp. 50–77, Dec. 2023, doi: 10.18489/sacj. v35i2.17442.

[44] O. Ajani, M. Akintolu, and S. O. Afolabi, “The emergence of artificial intelligence in the higher education,” International Journal of Research in Business and Social Science (2147-4478), vol. 13, no. 8, pp. 157–165, Dec. 2024, doi: 10.20525/ijrbs. v13i8.3507.

Downloads

Published

2026-06-25

Issue

Vol. 8 No. 3 (2026): June

Section

Articles

License

Copyright (c) 2026 Journal of Information Systems and Informatics

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors Declaration

  1. The Authors certify that they have read, understood, and agreed to the Journal of Information Systems and Informatics (JournalISI) submission guidelines, policies, and submission declaration. The submission has been prepared using the provided template.
  2. The Authors certify that all authors have approved the publication of this manuscript and that there is no conflict of interest.
  3. The Authors confirm that the manuscript is their original work, has not received prior publication, is not under consideration for publication elsewhere, and has not been previously published.
  4. The Authors confirm that all authors listed on the title page have contributed significantly to the work, have read the manuscript, attest to the validity and legitimacy of the data and its interpretation, and agree to its submission.
  5. The Authors confirm that the manuscript is not copied from or plagiarized from any other published work.
  6. The Authors declare that the manuscript will not be submitted for publication in any other journal or magazine until a decision is made by the journal editors.
  7. If the manuscript is finally accepted for publication, the Authors confirm that they will either proceed with publication immediately or withdraw the manuscript in accordance with the journal’s withdrawal policies.
  8. The Authors agree that, upon publication of the manuscript in this journal, they transfer copyright or assign exclusive rights to the publisher, including commercial rights