INTEGRATION OF IMMERSIVE TECHNOLOGIES IN THE AREA OF NATURAL SCIENCES IN SECONDARY EDUCATION
DOI:
https://doi.org/10.56219/trascendere.v1i7.5384Keywords:
virtual reality, augmented reality, immersive technologies, secondary educationAbstract
The article begins by explaining what augmented reality, virtual reality, and immersive technologies are, and shows how they connect with each other. It reviews the integration of these technologies into subjects or topics within the natural sciences field, focusing on secondary education, the applications that serve as tools for student training, and the results obtained over a two-year observation window, specifically between 2024 and 2025.
The type of research used in this article is documentary, which consists of "consultation or documentation, a preliminary step in the investigative process; however, it can become research if the topic and problem are approached from an innovative perspective, or if documentary research is used as a data collection technique" (Rojas, 2011); that is, consulting, documenting, analyzing, and evaluating the most relevant research in the area of interest. The methodology is qualitative, analyzing the ways in which immersive technologies are integrated, their applications, perceptions, practices, and educational effects. A systematic review is conducted following the PRISMA protocol to select, analyze, and synthesize the documents.
Finally, an analysis is conducted of which natural science subjects are being applied, the challenges they have encountered, the expectations they have generated, the level of schooling, and the type of technology used (augmented, virtual, or blended). This objective is achieved through reflection and a documentary review of experiences in secondary schools worldwide. These articles are taken from 689 articles searched in Scopus in English and Spanish, which were subsequently filtered down to a final selection of 24 according to established criteria.
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