Immersive learning for Attention and Engagement: A Systematic review of AR/VR Interventions in schools

Abstract

Emerging technologies, such as augmented reality (AR) and virtual reality (VR), have garnered increasing attention as innovative tools to enhance learning, cognitive engagement, and attention regulation among school-aged children. While international evidence suggests that immersive interventions can improve attention, executive functioning, and socio-emotional outcomes, evidence from Pakistan remains limited and fragmented. This systematic review synthesizes findings from 45 empirical studies published between 2010 and 2025, including randomized controlled trials, pilot studies, and meta-analyses, retrieved from Scopus, PubMed, PsycINFO, ERIC, and IEEE Xplore. A PRISMAguided screening and selection process was applied to ensure methodological rigor. International studies, particularly from Europe and East Asia, consistently report moderate to significant effects of AR/VR interventions on sustained attention, working memory, and classroom engagement, with several metaanalyses supporting their efficacy in children with attentional difficulties. By contrast, evidence from Pakistan is still in its early developmental stage, with studies primarily limited to small-scale pilots introducing AR/VR for general classroom learning rather than targeted symptom reduction. The comparison highlights a clear gap in context-specific evaluations, scalability testing, and culturally tailored intervention designs in Pakistan. The review highlights the potential of immersive technologies to address cognitive and attentional challenges faced by school students, while also advocating for robust, contextually grounded research in Pakistan to ensure broader generalizability and equity in educational innovation.