Impact of virtual reality and augmented reality technologies on biology education: A review
Year: 2025
Type: article
Abstract: The integration of virtual reality (VR) and augmented reality (AR) technologies into biology education represents a transformative approach to addressing the complexities inherent in biological concepts. This comprehensive review synthesises current research on the efficacy of VR and AR in enhancing student engagement, conceptual understanding, and spatial awareness in biology education. While evidence suggests that these immersive technologies can foster deeper learning and motivation, findings regarding their overall effectiveness compared to traditional teaching methods are mixed. Factors such as cognitive load, individual learner differences, and technical challenges significantly influence outcomes. The review examines applications across various biology subdisciplines, including anatomy, cellular biology, ecology, and genetics, highlighting successes and limitations. Furthermore, it explores the potential of VR and AR to facilitate collaborative and personalised learning experiences while acknowledging the inherent challenges of cost, content development, and integration into existing curricula. Critical analysis revealed that while these technologies offer unique visualisation and interaction opportunities, their educational value is contingent upon thoughtful implementation and alignment with pedagogical objectives. Future research directions emphasise the need for adaptive technologies, innovative assessment methods, and long-term studies to fully leverage the educational benefits of VR and AR in biology education. This review underscores the importance of a balanced approach that considers both the potential and limitations of immersive technologies in enhancing biology education.
Authors: Sharif, Wazim Rafeek, Narain, Lydia, Abraham Abiodun Ogowewo, Abraham Abiodun
Institution: University of Guyana
Language: English
Subfield: Computer Vision and Pattern Recognition
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7082143099
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