The Use of Virtual Reality, Augmented Reality, and the Metaverse in Education: The Views of Preservice Biology and Mathematics Teachers

Abstract

This research aims to analyse the views of preservice biology and mathematics teachers regarding the use of virtual reality (VR), augmented reality (AR), and the metaverse in education. The participants of the research consist of 24 pre-service biology and mathematics teachers. The views of preservice teachers on the use of VR, AR, and the metaverse in education were analysed on the benefits of using VR, AR, and the metaverse in education, with what subjects/modules they can be best associated, and what would be needed to make it most effective. The preservice biology and mathematics teachers demonstrate that the utility of VR, AR, and the metaverse in education is beneficial for increasing the quality of learning and improving the existing teaching methodologies. Preservice teachers believe that these technologies are effective for teaching subjects that require more visual material, such as organs, cells, ecosystems, geometry, and the geometry of space or solid bodies. Moreover, the preservice teachers draw attention to the need for infrastructure and well-informed individuals (students, preservice teachers, teachers) for VR, AR and the metaverse. The results provide value for pre-and in-service training, teacher training and designing the teaching environments for the future.