STATE OF THE ART ON THE IMPACT OF IMMERSIVE ICT ON THE UNDERSTANDING OF NATURAL PHENOMENA IN PRIMARY EDUCATION: A SYSTEMATIC LITERATURE REVIEW (2020–2025)
DOI:
https://doi.org/10.56219/dialctica.v2i31.6360Keywords:
Information and Communication Technologies (ICT), Natural Sciences, Primary Education, Augmented Reality, Virtual Reality, Digital SimulatorsAbstract
The lack of representation of natural phenomena is a key challenge for science teaching and learning in primary education, since many phenomena cannot be observed with the naked eye due to their duration, scale, or invisible nature, therefore, augmented reality, virtual reality, and digital simulators allow us to observe some phenomena that are otherwise invisible and reproduce processes that can facilitate meaningful learning. This review examines literature published between 2020 and 2025 on the use of digital visualization and immersion resources to represent natural phenomena (photosynthesis, the water cycle, and astronomical movements), the article offers an analysis that focuses on teacher training, technological intervention, and curriculum adaptation, however, the results indicate that when tools like these are incorporated through explicit pedagogical strategies, they foster conceptual understanding, scientific curiosity, and positive attitudes toward science, they also present challenges regarding the digital divide, the lack of teacher training, inequalities in infrastructure, and the need for context between resources and curricular content.
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