  This paper presents and analyses existing taxonomies of virtual and augmented
reality and demonstrates knowledge gaps and mixed terminology which may cause
confusion among educators, researchers, and developers. Several such occasions
of confusion are presented. A methodology is then presented to construct a
taxonomy of virtual reality and augmented reality applications based on a
combination of: a faceted analysis approach for the overall design of the
taxonomy; an existing taxonomy of educational objectives to derive the
educational purpose; an information systems analysis to establish important
facets of the taxonomy; and two systematic mapping studies to identify
categories within each facet. Based onUsing thisthe methodology a new taxonomy
is proposed and the implications of its facets (and their combinations of
facets)are demonstrated. The taxonomy focuses on technology used to provide the
virtual or augmented reality as well as the content presented to the user,
including the type of gamification and how it is operated. It also takes into
accountaccommodates a large number of devices and approaches developed
throughout the years and for multiple industries, and proposes and
developsprovides a way to categorize them in order to clarify communication
between researchers, developers and as well as educators. Use of the taxonomy
and implications of choices made during their development is then demonstrated
ion two case studies:, a virtual reality chemical plant for use in chemical
engineering education and an augmented reality dog for veterinary education.
