The sense of presence is an important aspect of experiences in Virtual Reality (VR), an emerging technology in education, leading this construct to be increasingly researched in parallel to learning purposes. However, there is not a consensus in the literature on the outcomes of this association. Aiming to outline a panorama in this regard, a systematic literature review was conducted, with a comprehensive analysis of 140 primary studies recovered from five worldwide databases. The analysis shows an overview of 24 years of areas, factors, and methodological approaches that seem to be more inclined to benefit from the sense of presence toward learning purposes. We contribute to the advancement of state of the art by providing an understanding of the relationship among these variables, identifying potential ways to benefit from the sense of presence to further leverage the use of VR for learning purposes.

The present study aims (a) to translate and adapt the Igroup Presence Questionnaire (IPQ) to the Portuguese context (semantic equivalence/ conceptual and content validity) and (b) to examine its psychometric properties (reliability and factorial validity). The sample consisted of 478 subjects (285 males and 193 females). The fidelity of the factors varied between 0.53 and 0.83. The confirmatory factor analysis results produced a 14-item version of IPQ-PT, accepting covariance between residual errors of some items of the instrument, as the best structural representation of the data analyzed. The CFA was conducted based on a three-variable model. The fit indexes obtained were X 2 / df = 2.647, GFI = .948, CFI = .941, RSMEA = .059, and AIC = 254. These values demonstrate that the proposed Portuguese translation of the IPQ maintains its original validity, demonstrating it to be a robust questionnaire to measure the sense of presence in virtual reality studies. It is therefore recommended for use in presence research when using Portuguese samples.