Integrate virtual and augmented reality as supplementary tools rather than full replacements for traditional learning methods¶

Strategy · All strategies
Evidence · 2 claims (1 for, 1 mixed) · 2 studies (1 quant-synthesis, 1 review), q2 · 1 of 2 report an effect size · 2 claims rest on one study

Description¶

The review recommends that immersive technologies like VR and AR be used as supplements to, not substitutes for, traditional hands-on learning. Evidence shows virtual labs increase confidence and engagement but "did not satisfactorily replace hands-on experimental learning", and AR improves engagement without consistent test-score gains. Careful implementation is needed to manage cognitive load.

Design Implications¶

Context¶

Requirements¶

• Instructors must carefully design VR-based curricula to ensure cognitive load remains manageable and learning objectives are clearly defined

Constraints¶

• Excessive visual stimuli in VR environments can reduce learning efficiency if students are not adequately guided
• Cost of implementing high-fidelity simulation and VR-based learning can be a limiting factor for low-resource settings

Target Learners¶

• undergraduate medical students (DO/MD/MBBS/MBChB)

Target Learning Goals¶

• biomedical science knowledge acquisition
• clinical skills development

Claims¶

• Review syntheses: VR/AR most often improved academic achievement and motivation, but sometimes performed no better than conventional technologies [~W]
• The review reports that real-world experiential simulations offer affordances beyond virtual-only formats, including heightened presence through embodiment, place, and face-to-face social immersion [+W]

Related Strategies¶

• Position immersive technologies and virtual patients as supplementary components within blended learning rather than stand-alone replacements for established clinical communication training
• Integrate simulation technologies with traditional teaching through blended approaches tailored to specific clinical tasks
• Integrate GAI-based teaching into medical curricula with robust curricular integration, technological support, and systematic training for educators and students
• Integrate e-learning as a supplement to rather than replacement of traditional teaching (blended learning)
• Meticulously design virtual learning environments to foster critical thinking while managing cognitive load

Examples¶

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Key Sources¶

• Owolabi Joshua O., Gardner Katresa, Agboola Rasheed, Yesudas Rekha R., Shaw Jennifer H. (2025). Use of simulation for teaching biomedical sciences to undergraduate medical students- a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-025-07819-y