Xiao Ping Lin
Bin Bin Li
Zhen Ning Yao
Zhi Yang
Minshu Zhang- 1Faculty of Education, Silpakorn University, Nakhon Pathom, Thailand
- 2Melbourne Graduate School of Education, The University of Melbourne, Melbourne, VIC, Australia
- 3Graduate Department, Xi'an Physical Education University, Xi'an, China
- 4College of Commerce and Tourism, Hunan Vocational College for Nationalities, Yueyang, China
- 5Graduate Department, Sehan University, Yeongam County, Republic of Korea
A Correction on
The impact of virtual reality on student engagement in the classroom–a critical review of the literature
by Lin, X. P., Li, B. B., Yao, Z. N., Yang, Z., and Zhang, M. (2024). Front. Psychol. 15:1360574. doi: 10.3389/fpsyg.2024.1360574
An incorrect Funding statement was provided. The correct funding statement reads:
The author(s) declare financial support was received for the research and/or publication of this article. This study was supported by the Social Science Achievement Evaluation Committee of Hunan Province, China (Self-Funded General Project, Grant No. XSP2023JYC123). The corresponding author, Minshu Zhang, is the principal investigator of this project. Funding for self-funded general projects typically comes either from the investigator personally or from their affiliated institution.
A correction has been made to the section Introduction, page 2, paragraph 2, lines 5–11:
“Recent literature indicates a growing adoption of virtual reality in higher education, with adoption rates in UK universities potentially reaching as high as 96% and several institutions in the United States being at the forefront of its implementation (United Kingdom Authority, 2019; Agbo et al., 2021). Harvard University has established dedicated VR laboratories, demonstrating its commitment to educational innovation and advancement through VR (Reid, 1987; Leidner and Jarvenpaa, 1995).”
“Farmer and Farmer 2023” was cited in the article, but its corresponding reference was missing from the reference list. This missing reference has now been added.
“Farmer, L. S., and Farmer, C. J. (2023). “Visual cultural arts as a gateway to digital literacy,” in Innovative Digital Practices and Globalization in Higher Education, ed. J. Keengwe (London: IGI Global Scientific Publishing), 16–35. doi: 10.4018/978-1-6684-6339-0.ch002.”
Author Minshu Zhang was erroneously spelled as Mingshu Zhang.
The original version of this article has been updated.
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Keywords: virtual reality technology, cognitive engagement, affective engagement, behavioral engagement, learning outcomes
Citation: Lin XP, Li BB, Yao ZN, Yang Z and Zhang M (2025) Correction: The impact of virtual reality on student engagement in the classroom–a critical review of the literature. Front. Psychol. 16:1673859. doi: 10.3389/fpsyg.2025.1673859
Received: 26 July 2025; Accepted: 15 September 2025;
Published: 09 October 2025.
Edited by:
Daniel H. Robinson, The University of Texas at Arlington College of Education, United StatesReviewed by:
Tommy Tanu Wijaya, Beijing Normal University, ChinaCopyright © 2025 Lin, Li, Yao, Yang and Zhang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Zhi Yang, eWFuZ3p5MkBzdHVkZW50LnVuaW1lbGIuZWR1LmF1; Minshu Zhang, emhhbmdtaW5zaHVAc2VoYW4uYWMua3I=
†These authors have contributed equally to this work and share first authorship