Table 2.

Subcategories of the research questions

Research question	Subcategories
(RQ1)	Distribution of the studies by years: To ascertain the overall number of studies by years, the publication years of the studies were looked at.
	Research methods: The methods employed were determined by looking at the methods section of each study.
	Distribution of the study types: The publication types of studies on immersive technologies in distance education were examined.
	Countries of the studies: By looking at each study’s abstract, method section, and author workplaces and locations, the nations in which the studies were carried out were identified.
	Study participants: Each study’s method section contained information that helped identify the participant types.
	Disciplines examined: To identify the different forms of immersive technologies in distance education according to their domains, each study’s abstract and method sections were carefully studied.
	Publication venues: The publication venues were revealed by examining each study’s journals and conference proceedings.
(RQ2)	Application platforms: The applications were determined and used in studies examining immersive technologies in distance education.
	Environments for presenting materials: The settings shown were determined and used in studies examining immersive technologies in distance education.
	Variables: Each study was carefully examined to identify the variables by paying particular attention to the abstracts, research questions, and findings sections.
	Types of teaching: The preferred teaching types in studies evaluating immersive technology in remote education were identified by carefully analysing the method section of each study.
(RQ3)	Advantages and disadvantages of immersive technologies in distance education: The advantages and disadvantages of immersive technology were investigated by looking at each study’s findings, discussion, and conclusion.