# Challenges and Implications of Virtual Reality in History Education: A Systematic Review
## 4 Conclusions
Additionally, the importance of establishing informed consent protocols tailored to minors and their legal guardians is emphasized, ensuring proper protection of user rights. Furthermore, the need to design virtual environments that are accessible, inclusive, and emotionally safe is crucial to minimize potential adverse effects, such as anxiety or frustration. While these ethical concerns are not the central focus of the studies analyzed, their identification underscores the importance of integrating them as cross-cutting issues in future research and educational developments based on VR. In the end, this study identifies a research gap concerning the use of VR in history education. To date, most studies have concentrated on the potential advantages of VR or specific applications, often neglecting a more in-depth analysis of the challenges associated with its implementation [38,39]. This lack of systematic investigation into its limitations contributes to a knowledge gap that hinders a comprehensive understanding of its pedagogical impact and the development of effective strategies to optimize its use. Therefore, more extensive and detailed research is necessary, not only to validate or challenge VR's educational potential, but also to identify practical solutions to the challenges identified. Understanding how students and teachers interact with this technology, the difficulties they encounter, and the strategies that can be implemented to enhance its effectiveness remains a critical area that warrants further investigation. Moreover, future research could be enriched by adopting theoretical frameworks such as TAM, UTAUT, or TPACK, which would allow for a more systematic analysis of the factors influencing the acceptance, integration, and effective use of Virtual Reality in history education. In conclusion, while VR presents an innovative tool with significant potential for history education, its effective integration remains contingent upon overcoming substantial technical, economic, psychological, and pedagogical barriers. Addressing these challenges will require a multidisciplinary approach that integrates technological development, educational research, and teacher training, with the aim of transforming VR into an accessible and effective resource for historical learning. Based on the findings of this systematic review, the need to continue advancing in several strategic directions is highlighted. Among them, the importance of developing VR-based educational content that ensures not only its technical quality but also its historical accuracy and pedagogical value stands out; designing specific teacher training programs in immersive technologies for curricular integration; optimizing the usability and accessibility of VR platforms in order to expand their adoption in diverse contexts; and incorporating robust theoretical frameworks such as TAM, UTAUT, or TPACK in future studies to more systematically analyze the factors that influence the acceptance and educational effectiveness of these technologies. Furthermore, future research could comparatively analyze VR and AR in the context of history education, considering their different levels of immersion and their specific pedagogical implications. These future research directions are essential to consolidating the role of VR as a transformative tool in history education.