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:	Weiping Zhang, Zhuo Wang
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	virtual reality augmented reality K-12 science education systematic review Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/6efb1789aea24c649c2411cd068c3cb9
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spelling	oai:doaj.org-article:6efb1789aea24c649c2411cd068c3cb92021-11-25T19:02:56ZTheory and Practice of VR/AR in K-12 Science Education—A Systematic Review10.3390/su1322126462071-1050https://doaj.org/article/6efb1789aea24c649c2411cd068c3cb92021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/22/12646https://doaj.org/toc/2071-1050Effective 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.Weiping ZhangZhuo WangMDPI AGarticlevirtual realityaugmented realityK-12 science educationsystematic reviewEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12646, p 12646 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	virtual reality augmented reality K-12 science education systematic review Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	virtual reality augmented reality K-12 science education systematic review Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Weiping Zhang Zhuo Wang Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review
description	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.
format	article
author	Weiping Zhang Zhuo Wang
author_facet	Weiping Zhang Zhuo Wang
author_sort	Weiping Zhang
title	Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review
title_short	Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review
title_full	Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review
title_fullStr	Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review
title_full_unstemmed	Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review
title_sort	theory and practice of vr/ar in k-12 science education—a systematic review
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/6efb1789aea24c649c2411cd068c3cb9
work_keys_str_mv	AT weipingzhang theoryandpracticeofvrarink12scienceeducationasystematicreview AT zhuowang theoryandpracticeofvrarink12scienceeducationasystematicreview
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Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review

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