Abstract
The present research investigates the state-of-the-art concerning virtual and augmented reality lab environments, in science teaching and learning. Both environments are suggested as most appropriate for science education. The study explores the extent to which research has progressed concerning these new tools, while focusing on the extent to which actual educational trials in science classrooms have been completed. To this effect, 19 research papers were identified and reviewed. Conclusions are drawn as regards the effectiveness of these two lab environment types as a function of the age of students, today. The creation of educational VR and AR that resembles reality so closely that it is hard to differentiate between virtual, augmented, and real, thus creating a unified continuum, seems to finally be within our grasp, yet further research is needed as to their optimum use.
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Tsichouridis, C., Batsila, M., Vavougios, D., Ioannidis, G. (2020). Virtual and Augmented Reality in Science Teaching and Learning. In: Auer, M., Hortsch, H., Sethakul, P. (eds) The Impact of the 4th Industrial Revolution on Engineering Education. ICL 2019. Advances in Intelligent Systems and Computing, vol 1134. Springer, Cham. https://doi.org/10.1007/978-3-030-40274-7_20
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