Sully Ornela Suárez-González, Richard Patricio Rodriguez-Moreano, Mauricio Fernando Tobar-Rogel, Dolores María Alvarez-Ayala, Nelly Gisela Castro-Sánchez
Given the expansion of emerging technologies in education, evidence on the combined effect of artificial intelligence (AI) and virtual reality (VR) on motivation and performance is mixed; this study reviews the literature to identify conditions of effectiveness and moderators. A literature review was conducted using a PICO approach and searches in Scopus and Web of Science, supplemented by ERIC and PubMed (2014–January 2026), including empirical studies with comparisons or pre–post measures and quantifiable outcomes. The findings indicate that adaptive AI (intelligent tutors) is associated with performance improvements; generative AI can increase performance and motivational states and reduce mental effort, with less consistent evidence on self-efficacy. In VR, immersion increases presence and interest, but learning improves most with optimal immersion, generative tasks, and formative feedback, avoiding overload and superficial integration. In summary, AI and VR amplify learning when aligned with clear objectives and explicit assessment criteria.