Vol.:(0123456789) 1 3 Virtual Reality https://doi.org/10.1007/s10055-020-00444-8 S.I. : XR (VR, AR, MR) AND IMMERSIVE LEARNING ENVIRONMENTS Virtual reality and augmented reality in social learning spaces: a literature review Anthony Scavarelli 1  · Ali Arya 1  · Robert J. Teather 1 Received: 28 February 2019 / Accepted: 12 May 2020 © Springer-Verlag London Ltd., part of Springer Nature 2020 Abstract In this survey, we explore Virtual Reality and Augmented Reality within social learning spaces, such as classrooms and museums, while also extending into relevant social interaction concepts found within more reality-based and social immersive media frameworks. To provide a foundation for our fndings we explore properties and interactions relevant to educational use in social learning spaces; in addition to several learning theories such as constructivism, social cognitive theory, con- nectivism, and activity theory, within a CSCL lens, to build a theoretical foundation for future virtual reality/augmented reality educational frameworks. Several virtual reality/augmented reality examples for learning are explored, and several promising areas to further research, such as a greater focus on accessibility, the interplay between the physical and virtual environments, and suggestions for updated learning theory foundations, are proposed. Keywords Virtual reality · Augmented reality · Mixed reality · Multi-user · Collaborative · Education · Social learning spaces 1 Introduction Virtual Reality (VR) and Augmented Reality (AR) technolo- gies are currently receiving a great deal of attention, thanks in large part to the commercial availability of new immersive VR/AR platforms (Microsoft HoloLens, n.d.; Oculus Rift, n.d.) and lower-cost standalone VR/AR platforms such as the Oculus Quest (Oculus Quest 2019). Additionally, frame- works are quickly appearing to make VR/AR development easier for the web (A-Frame, n.d.), through plugins into popular game engines (Valve, n.d.), and with the technol- ogy built directly into the operating systems of mobile plat- forms (Apple, n.d.). While these technologies frst appeared in research and development dating back to middle of the twentieth century (Azuma 1997; Mazuryk and Gervautz 1996) there is tremendous human interest in the concept of simulating reality which can be seen within fction as early as the 1930s (Weinbaum 1935), and much earlier within the philosophical realm, when humans started to consider whether our perceived reality is an “absolute” reality, rather than merely “shadows on a cave wall” (Plato and Lee 1974), “a dream” (Descartes and Cress 1993) or a robust “computer simulation” (Bostrom 2003). Current lower-cost and higher fdelity VR/AR techno- logical developments such as increased resolution, reduced latency, and higher framerates have raised hopes for more mainstream and diverse applications within the fascinating area of simulating and augmenting/enhancing reality, in which we are no longer bounded by physical spaces and the physics of the known universe. We are seeing an explosion of experimentation and development of novel applications within VR/AR forms such as gaming (Keep Talking and Nobody Explodes, n.d.; Pokémon Go 2016; Star Trek Bridge Crew n.d.), flm (Dear Angelica n.d.; Google Spotlight Sto- ries, n.d.), social communities (Mozilla Hubs 2018; Rec Room, n.d.; VRChat, n.d.); and, most interestingly for this survey, educational endeavours (Dede 2009; Dunleavy et al. 2009; Grotzer et al. 2015; Ketelhut et al. 2010; Salzman and Dede 1999; Schrier 2006). * Anthony Scavarelli anthony.scavarelli@carleton.ca Ali Arya ali.arya@carleton.ca Robert J. Teather rob.teather@carleton.ca 1 Carleton University, Ottawa, ON, Canada