Virtual Reality in astronomy research and space-related education: a systematic review

Abstract

Virtual Reality (VR) offers visualization capabilities particularly suited to astronomy and to Space-related education, yet its two roles, educational tool and research instrument, had not been synthesized jointly. This systematic review analyses 20 studies published between 2020 and 2025 to identify the benefits of VR in astronomy research and in education for Space-related fields. Following the PRISMA 2020 protocol, Scopus, Web of Science and Teacher Reference Center were searched. Of the included studies, 90% addressed educational applications and 10% (two studies) examined VR as a working instrument for astronomical research. Fifteen studies are empirical (30% of the corpus followed mixed methods, 25% quantitative and 20% qualitative designs) and five (25%) are technical or descriptive contributions; the quality of the empirical studies was appraised with the Mixed Methods Appraisal Tool (MMAT). The reviewed evidence indicates that VR can enhance students' performance and engagement and can help scientists to visualize and measure complex three-dimensional phenomena; controlled comparisons reported significantly higher quiz scores with VR than with traditional learning (8.31 versus 7.55) and 16% less time needed in the physical laboratory after virtual preparation. The evidence on VR for professional astronomical research, in contrast, is still too scarce to support robust conclusions. The review identifies theoretical and methodological gaps concerning longitudinal analysis, standardized assessment instruments and the integration of physiological measures. Future investigations should focus on a wider use of VR in astronomy research, on developing more robust metrics for assessing its impact, and on broadening the analysis of the skills involved in the use of such technologies.