Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review
Effective teaching of science requires not only a broad spectrum of knowledge, but also the ability to attract students’ attention and stimulate their learning interest. Since the beginning of 21st century, VR/AR have been increasingly used in education to promote student learning and improve their...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
MDPI AG
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/6efb1789aea24c649c2411cd068c3cb9 |
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| Sumario: | Effective teaching of science requires not only a broad spectrum of knowledge, but also the ability to attract students’ attention and stimulate their learning interest. Since the beginning of 21st century, VR/AR have been increasingly used in education to promote student learning and improve their motivation. This paper presents the results of a systematic review of 61 empirical studies that used VR/AR to improve K-12 science teaching or learning. Major findings included that there has been a growing number of research projects on VR/AR integration in K-12 science education, but studies pinpointed the technical affordances rather than the deep integration of AR/VR with science subject content. Also, while inquiry-based learning was most frequently adopted in reviewed studies, students were mainly guided to acquire scientific knowledge, instead of cultivating more advanced cognitive skills, such as critical thinking. Moreover, there were more low-end technologies used than high-end ones, demanding more affordable yet advanced solutions. Finally, the use of theoretical framework was not only diverse but also inconsistent, indicating a need to ground VR/AR-based science instruction upon solid theoretical paradigms that cater to this particular context. |
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