Reimagining the Past: A Bibliometric Analysis of Museum-Based VR in History Education (2021–2025)
Keywords:
museum-based virtual reality; history education; immersive learning; heritage access; bibliometric analysisAbstract
Museum-based virtual reality (VR) is increasingly used to support immersive history and heritage learning, yet related studies remain scattered across education, computer science, tourism, and cultural heritage. This fragmentation obscures the field’s intellectual structure, dominant themes, and pedagogical value for history education. To address this gap, this study maps the development, knowledge base, emerging topics, and practical contributions of museum-based VR in history education from 2021 to 2025. A bibliometric analysis was conducted on 116 peer-reviewed articles and review articles selected from 330 Web of Science records using VOSviewer, including performance, co-citation, and keyword co-occurrence analyses. The results show rapid growth after 2023, reflecting increased interest in immersive learning, digital heritage, remote cultural access, and VR-supported heritage education. Co-citation analysis identified four clusters related to immersive museum experience, educational VR and learning effectiveness, digital cultural heritage reconstruction, and foundational AR/VR theory. Keyword co-occurrence analysis identified seven clusters, highlighting themes such as AI-supported immersive learning, VR/MR design, heritage education, extended reality applications, cultural heritage visualization, digital storytelling, empathy, and gamified virtual museums. The findings suggest that museum-based VR should be understood not only as a technological innovation but also as a pedagogical and cultural environment that requires scaffolding, curriculum alignment, accessible design, and culturally responsive interpretation. Research output is concentrated mainly in China, Italy, and selected Asian and European countries, revealing a regional imbalance. This study contributes a structured knowledge map and practical guidance for designing inclusive, learner-centered, and pedagogically meaningful VR history learning experiences.
https://doi.org/10.26803/ijlter.25.6.10
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