# Challenges and Implications of Virtual Reality in History Education: A Systematic Review
## 4 Conclusions  
This study has identified several challenges that hinder the implementation of VR in history education, highlighting a substantial research gap that requires further attention. While VR has shown considerable potential in education, its adoption remains constrained by various obstacles that impede its effective integration into learning environments. The primary research question (RQ1) of this review was to examine the challenges and limitations associated with the implementation of VR in history instruction. Among the main obstacles are technical issues, including a lack of interoperability between systems, format incompatibilities, and the high hardware and software requirements. These limitations not only impede accessibility in educational settings with limited resources but also present significant barriers to maintenance and updates [30,45,51]. In this context, standardizing platforms and developing more accessible technological solutions could help alleviate these challenges and promote broader adoption of VR. Furthermore, usability barriers affecting both students and teachers have been identified. Factors such as the complexity of interfaces, navigation challenges, and physiological discomfort--such as disorientation and cognitive overload--can limit the effectiveness of immersive experiences in the classroom [38]. Therefore, the development of more intuitive and accessible virtual environments, alongside the optimization of user-system interaction, is essential to maximize the educational benefits of VR. From an economic perspective, the high costs of implementation continue to be a significant barrier. The investment required for the development and acquisition of VR equipment, along with ongoing maintenance and update expenses, limits its adoption in educational and heritage institutions with constrained budgets [45,53]. To address this challenge, it is essential to explore funding models and foster collaborations between academic and technological entities to facilitate sustainable access to these technologies. Overall, these findings highlight multiple challenges that must be addressed to ensure the effective integration of VR in history education. This analysis underscores the need to develop more accessible and intuitive technologies, as well as to implement educational strategies that promote their efficient and sustainable use. The second research question (RQ2) of this study was related to the psychological, social, and ethical issues of the use of VR in history education. From a psychological and social perspective, the findings indicate that some students experience frustration, anxiety, or even fear when interacting with virtual environments, which may adversely affect their learning process [7,43]. Furthermore, there is a concern that younger students may struggle to differentiate between reality and fiction, raising ethical questions regarding the design of virtual scenarios and their potential impact on students' cognitive development [43]. Finally, the third research question (RQ3) was related to the specialized training for history educators on the use of VR. Regarding pedagogical barriers, the findings indicate that the absence of a curricular integration of VR limits its adoption as a regular educational tool. Furthermore, the need for specialized teacher training is emphasized, as many educators lack the necessary skills to design and manage VR-based learning experiences [48,52]. Effective teacher training and the development of VR-adapted teaching resources are critical for ensuring the successful implementation of VR in the classroom. From an ethical perspective, although the reviewed literature addresses these issues marginally, several relevant challenges associated with the use of VR in educational contexts have been identified, particularly with younger students. Some studies caution about the risk of confusion between reality and fiction in young learners, which could have implications for their cognitive and emotional development.