Immersive Google Tools for Active Learning in Education: A Comprehensive Systematic Review

Abstract

The integration of immersive Google tools in educational settings has proven to have significant potential to enhance active learning among school students. This Systematic Literature Review (SLR) aims to synthesize existing research on the efficacy of these tools in promoting student engagement, learning strategies, and evaluation in education. The problem addressed in this study is the need for a comprehensive understanding and evidence-based assessment of how immersive technologies, specifically those developed by Google, can be effectively implemented in school environments. The methodology involved a thorough search and analysis of indexed and final articles from reputable databases Scopus and Web of Science (WoS) published between 2022 and 2024. The flow of the study is based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. A total of (n = 33) studies were selected based on predefined inclusion criteria, focusing on Google tools such as Google Classroom (GC), Google Sites, Google Form, Google Slides, Google Meet, Google Docs, and Google Earth. The findings were divided into three themes: (1) technology integration in education, (2) blended and online strategies, and (3) assessment and evaluation in education. The conclusion underscores the transformative potential of immersive Google tools in fostering an active learning environment, recommending further research to explore long-term impacts and best practices for integration. This review provides educators and policymakers with valuable insights into the effective utilization of technology to enhance educational outcomes.