Impact of Emerging Technologies in Education on Cognitive and Social Skills: A Systematic Review with Conceptual Mapping

Mahin Keikhanejad; Mohammadnaeim Porki; Asma Safdari Moghadam; Fatemeh Askary; Roghayeh Poudineh Karbask

doi:10.63053/ijset.107

Authors

Mahin Keikhanejad Assistant Professor Department of Educational Science Farhangian University https://orcid.org/0009-0000-6943-4892
Mohammadnaeim Porki Bachelor of Elementary Education Sib va Suran Education Department, Iran https://orcid.org/0009-0005-9365-6811
Asma Safdari Moghadam PhD Student in Educational Management,Department of Educational Management, Central Tehran Branch,Islamic Azad University, Tehran, Iran
Fatemeh Askary MA in Educational Management
Roghayeh Poudineh Karbask Teacher, Department of Education, Zahedan, Iran

DOI:

https://doi.org/10.63053/ijset.107

Keywords:

Virtual Reality, Artificial Intelligence, Gamification, Cognitive Skills, Social Skills, Education Technology, Systematic Review, Conceptual Mapping

Abstract

Emerging technologies, such as virtual reality (VR), artificial intelligence (AI), and gamification, have transformed educational practices by creating immersive and interactive learning environments. This systematic review, guided by PRISMA guidelines, synthesizes 85 peer-reviewed studies (2000–2025) from Scopus and Iranian databases (e.g., SID.ir) to evaluate their impact on cognitive skills (critical thinking, problem-solving, memory retention) and social skills (collaboration, communication, empathy). Using VOSviewer (version 1.6.18), thematic clusters were mapped through keyword co-occurrence analysis, revealing five key themes: VR-cognitive skills, AI-social skills, gamification-engagement, contextual factors, and technology integration. Results indicate VR enhances cognitive skills by 20–30% in STEM disciplines, AI improves collaboration by 15–25% via adaptive feedback, and gamification boosts peer interaction by 25%. Teacher training and institutional support significantly mediate outcomes, particularly in K-12 settings where inconsistencies are noted. Limitations include reliance on English/Persian studies and study heterogeneity, precluding meta-analysis. Future research should explore longitudinal effects and diverse databases. This review provides a conceptual framework for educators and policymakers to optimize technology integration.

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