Virtual Learning Environment Research Articles

Fostering Inclusive Curricula and Learning Environments: Inclusivity Reporting at a UK University

Universities are under increased scrutiny with respect to creating inclusive curricula and learning environments. Students often worry about reporting a lack of inclusivity, or they simply don't know where to go to do so. The University of Manchester created a rapid inclusivity reporting form, embedded into all programme virtual learning environments to enable accessible, and if preferred anonymous, reporting of issues. The form is triaged, and an accompany communications strategy was developed to ensure the feedback loop to students was complete. The form has been a success, with many issues, particularly related to sex and gender in the curricula being improved.

Zoom out: An intervention on the virtual learning environment improves minority students’ grades in two field experiments in Israel

Closing the achievement gap for minority students in higher education requires addressing the lack of belonging these students experience. This paper introduces a psychological intervention that strategically targets key elements within the learning environment to foster the success of minority students. The intervention sought to enhance Palestinian minority student's sense of belonging by increasing the presence of their native language. We tested the effectiveness of the intervention in two field experiments in Israel (n > 20,000), at the height of the COVID-19 pandemic when all classes were held via Zoom. Lecturers in the experimental condition added a transcript of their names in Arabic to their default display (English/Hebrew only). Our findings revealed a substantial and positive impact on Palestinian student's sense of belonging, class participation, and overall grades. In experiment 1, Palestinian student's average grade increased by 10 points. In experiment 2, there was an average increase of 4 points among Palestinian students' semester grade. Our intervention demonstrates that small institutional changes when carefully crafted can have a significant impact on minority populations. These results have significant implications for addressing educational disparities and fostering inclusive learning environment.

Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates

Early childhood teacher candidates (TCs) need preparatory experiences using authentic assessments to inform their instructional practices with rural learners and their families. The shift to virtual field placements in response to COVID-19 restrictions pushed faculty in teacher preparation programs to reimagine how to engage TCs in meaningful experiences using authentic assessments with children and families. This study explores how TCs experienced authentic assessment practices using an online assessment management system, Assessment, Evaluation, and Programming System Interactive (AEPS i), during virtual field experiences. Fifty-five undergraduate and graduate TCs from 11 universities (10 U.S. & 1 international) completed a 45-item survey about their experience. Teacher candidates articulated knowledge and skills aligned with best practices underpinning authentic assessments. The virtual learning environment created opportunities for faculty to reimagine practices for promoting TCs’ understandings of assessment in early childhood special education contexts. We discuss implications for training TCs in rural areas to use authentic assessment.

Developing an adaptive virtual learning environment for sustainable learning in individuals with Down syndrome

PurposeThe purpose of the paper is to describe the development and implementation of a specialized Virtual Learning Environment (VLE) designed to enhance the knowledge and skills related to sustainability in students with Down syndrome. This VLE serves as a means to make sustainable concepts more accessible and comprehensible to this specific student group, with the aim of promoting their engagement and understanding of sustainability, environmental awareness, recycling, and sustainable construction. The ultimate goal is to empower students with Down syndrome by providing them with a tailored educational tool that facilitates their learning in a manner that is engaging and effective.Design/methodology/approachThe approach outlines the overarching plan for creating the e-learning platform, including the technological choices and design considerations necessary to make it effective and accessible for students with Down syndrome. It's a fundamental component of the methodology, as it sets the direction for the platform's development and aligns with the objectives of the study. And also encompass the strategy for teaching and learning sustainability aspects to students with Down syndrome.FindingsPositive Feedback from Tutors and Professionals: The feedback from tutors and professionals is generally positive, with 91.4% finding the platform to be well-organized and 88.6% considering the content adequate and understandable. This suggests that the VLE met the needs and expectations of educators and professionals involved in the learning process. Utility for Professional Practice: Approximately 80% of tutors and professionals found the platform useful for their professional practice, indicating that it has practical applications beyond student learning. This information highlights the success and potential impact of the VLE for this specific target group.Research limitations/implicationsThe study may not have explored the depth of sustainability concepts covered within the VLE. Future research could delve into the specifics of the content and its effectiveness in teaching complex sustainability topics.Practical implicationsThe incorporation of universal design principles in the VLE development could serve as a model for creating inclusive e-learning platforms. This has broader implications for improving digital accessibility in education. The positive feedback from tutors and professionals suggests the importance of interdisciplinary collaboration in education. Professionals from various fields, including special education and sustainability, can work together to create effective and inclusive learning tools.Social implicationsThis study can contribute to the broader discussion on inclusive education and the effective use of technology to enhance learning experiences for individuals with disabilities.Originality/valueThe study addresses a crucial gap in the field of sustainability education by focusing on students with Down syndrome. It highlights the importance of making sustainability education inclusive and accessible to a diverse range of learners, including those with disabilities. This originality contributes to the broader discourse on inclusive education and environmental awareness. The development of a specialized Virtual Learning Environment (VLE) for this specific target group is an original contribution. It demonstrates the potential for adapting educational technology to meet the unique needs of students with Down syndrome, potentially serving as a model for future educational tool development.

A Novel Deep Learning Model for Student Performance Prediction Using Engagement Data

Technology-enhanced learning supported by virtual learning environments (VLEs) facilitates tutors and students. VLE platforms contain a wealth of information that can be used to mine insight regarding students’ learning behaviour and relationships between behaviour and academic performance, as well as to model data-driven decision-making. This study introduces a system that we termed ASIST: a novel Attention-aware convolutional Stacked BiLSTM network for student representation learning to predict their performance. ASIST exploits student academic registry, VLE click stream, and midterm continuous assessment information for their behaviour representation learning. ASIST jointly learns the student representation using five behaviour vectors. It processes the four sequential behaviour vectors using a separate stacked bidirectional long short term memory (LSTM) network. A deep convolutional neural network models the diurnal weekly interaction behaviour. It also employs the attention mechanism to assign weight to features based on their importance. Next, five encoded feature vectors are concatenated with the assessment information, and, finally, a softmax layer predicts the high-performer (H), moderate-performer (M), and at-risk (F) categories of students. We evaluate ASIST over three datasets from an Irish university, considering five evaluation metrics. ASIST achieves an area under the curve (AUC) score of 0.86 to 0.90 over the three datasets. It outperforms three baseline deep learning models and four traditional classification models. We also found that the attention mechanism has a slight impact on ASIST’s performance. The ablation analysis reveals that weekly event count has the greatest impact on ASIST, whereas diurnal weekly interaction has the least impact. The early prediction using the first seven weeks of data achieves an AUC of 0.83 up to 0.89 over the three datasets. In yearly analysis, ASIST performs best over the 2018/19 dataset and worst over the 2020/21 dataset.

Studying the Use of Virtual Reality Learning Environments to Engage School Children in Safe Cycling Education

Background The promotion of cycling for children is beneficial from a health and environmental perspective, however road safety and awareness amongst this age group remain a considerable issue. As children are developing their cognitive and physical abilities, they are considered a high-risk group for injuries and fatalities on the roads. Virtual learning environments have demonstrated promising ways to engage children in learning about road risks and teach children about safe cycling. Intervention A web-based Virtual Learning Environment (VLE) and Virtual Reality (VR) environment was designed to offer a platform for schoolchildren to learn about safe cycling and to develop skills for them to better detect hazards in traffic. Both learning environments were used by 455 school children and 20 class teachers. Methods Fun toolkit methods, specifically designed for child participants were used to assess the design of the technology, and for teachers a qualitative survey to provide evidence around the use of both learning environments. Results Results suggest both learning environments were appealing for lower school grade participants. For grades five and six a need to review the relevance and user design of the learning content was evident. The VR environment was highly attractive across all school grades, suggesting that VR could be a feasible way to teach road safety and safe cycling for school children. Discussion Although VLE and VR environment were attractive and fun to use, some users of VR experienced motion sickness. This would need to be considered and further examined before engaging a young learner in a VR learning environment. Several considerations are provided for teachers, practitioners, researchers, and designers seeking means to promote safe cycling for children.

An LSTM-based prediction model for gradient-descending optimization in virtual learning environments

A virtual learning environment (VLE) is an online learning platform that allows many students, even millions, to study according to their interests without being limited by space and time. Online learning environments have many benefits, but they also have some drawbacks, such as high dropout rates, low engagement, and students' self-regulated behavior. Evaluating and analyzing the students' data generated from online learning platforms can help instructors to understand and monitor students learning progress. In this study, we suggest a predictive model for assessing student success in online learning. We investigate the effect of hyperparameters on the prediction of student learning outcomes in VLEs by the long short-term memory (LSTM) model. A hyperparameter is a parameter that has an impact on prediction results. Two optimization algorithms, adaptive moment estimation (Adam) and Nesterov-accelerated adaptive moment estimation (Nadam), were used to modify the LSTM model's hyperparameters. Based on the findings of research done on the optimization of the LSTM model using the Adam and Nadam algorithm. The average accuracy of the LSTM model using Nadam optimization is 89%, with a maximum accuracy of 93%. The LSTM model with Nadam optimisation performs better than the model with Adam optimisation when predicting students in online learning.

EFL teachers' attitudes toward online teaching (ATOT): A theoretical review

The emergence of online teaching has sparked significant scholarly interest, particularly regarding English as a Foreign Language (EFL) teachers' attitudes toward online teaching (ATOT). This review comprehensively examines educators' attitudes toward online teaching, focusing on EFL contexts globally and within Iran. Drawing upon theoretical frameworks such as the Technology Acceptance Model (TAM), the review emphasizes the pivotal role of educators' attitudes in integrating technology into virtual learning environments. It highlights the influence of internal factors, such as beliefs about technology, and external factors, such as infrastructure and training. Additionally, the review identifies key constructs—knowledge, appreciation, proficiency, and responsiveness—derived from Martin et al. (2019), which underpin educators' readiness for online education. Studies underscore the importance of comprehensive training, support, and policies to enhance educators' digital competencies for effective technology integration. In the Iranian context, research reveals gender disparities and the impact of variables such as education level, work environment, experience, and age on attitudes, guiding targeted strategies for technology integration (Kianinezhad, 2023). This review contributes to understanding educators' attitudes toward online teaching and offers implications for enhancing technology integration in education through tailored professional development and supportive policies. It also suggests avenues for further research to explore emerging trends and address ongoing challenges in the dynamic landscape of online education.

Virtual pair programming and online oral exams: effects on social interaction, performance, and academic integrity in a remote computer programming course

ABSTRACT Background and context Pair programming and oral exams were deployed in tandem in a remote undergraduate computer programming course to promote social interaction and enhance learning. Objectives We investigate their impact on social interactions, sense of connection, academic performance, and academic integrity within a virtual learning environment, and explore the dynamics of student collaboration in the context of voluntary pair programming. Method Students’ coding activities, pairing preferences, and performance were survey responses were recorded and analyized. Findings First and second year students were more likely to participate in virtual pair programming than their more senior classmates. Willingness to pair program strongly correlated with GPA. Partner changes were infrequent. 20–40% of students pair programmed per assignment. Oral exam scores positively correlated with other course scores. Surveys indicated that virtual pair programming and oral exams positively impacted learning, sense of community, and academic integrity. Implications The study offers perspectives on how these practices can be leveraged to foster inclusive learning, meaningful discourse, peer collaboration, and student-faculty relationships, with a positive effect on student motivation and academic integrity.

Development of Virtual Classes and Laboratories with Remote Access

When comparing a few decades ago to now, the educational system has undergone various technological revolutions, particularly with the usage of Virtual Learning Environments (VLEs), which have changed the process of teaching and learning. VLEs with internet services play a major role in the storage of information and its dissemination. With the use of VLEs, there emerges the challenge of bringing practical classes online, engaging the students in practical sessions as it is in traditional laboratories. Though, there have been various simulators but they are not geared towards educational sessions but practically for industrial use and are not curriculum-based, this has been a major concern in engaging the students practically at a distance level according to the instructor’s plan. Hence, in this work, a robust VLE has been designed and implemented. The system has an evaluated model that was developed with MySQL and PHP, which served as the database and server-side programming, respectively. The proposed VLE offers an interactive web-enabled approach for online learning and practice, practical recordings are uploaded, and practical simulations are handled. Qualitative assessments were carried out on the gathered data from the 100 respondents through the use of the questionnaire. Performance metrics such as response time, latency, availability, reliability and scalability were used to conduct a comparative analysis between the existing VLEs and the developed VLE. The findings of the study showed that the utilisation of the proposed VLE has the potential to cause a positive transformation and a paradigm shift in educational institutions.

Influence of Virtual Learning Environments on Student Achievement for Sustainable Development

As a result of the global pandemic, in-person lecture delivery method was interrupted and thus, the necessitated adoption of Virtual Learning Environments (VLEs) for the continuity of learning. However, considering that architectural education is hands-on and field-dependent, continuous design studio mentoring is expedient. This study therefore explored the potential of adopting VLE, especially in hands-on related disciplines and how this fosters student achievement in driving sustainable development. Descriptive statistics were employed to analyse quantitative data gathered from a randomly selected sample of architecture students representing three private universities in Nigeria. Findings from this research revealed that learning continued during the lockdown within the subject discipline. Notably, 86.6% of respondents utilized virtual meeting software like Zoom, Google Meet, Microsoft Teams, and Cisco WebEx, while 12.4% utilized Learning Management Systems (LMS) such as Moodle. Additionally, accessible facilities like comfortable study areas, a steady power supply, internet connectivity, and studio materials contributed to a successful VLE experience. This research strongly advocates for the continuation of hybrid learning in architectural education, combining physical and virtual modes to deliver enriching and memorable learning experiences to enhance education for sustainable development.

The Level of Academic Integrity among Secondary Stage Science Teachers in Virtual Learning Environments in the City of Irbid

This study sought to determine the level of academic integrity of science teachers in virtual learning environments. The study sample consisted of (276) male and female science teachers for secondary school, from Irbid directorate of eduation. To achieve the study objectives, data were collected using academic integrity questionnaire after the validity and reliability of the test were assured. The results of the study showed that the level of academic integrity among teachers was moderate. Statistical significant differences were found in the level of academic integrity due to the gender variable, in favor of male teachers, and no statistical significant differences due to experience and specialization variables.

Evaluation of Instrument Design to Explore China's Virtual Learning Environments on University Students’ Critical Thinking

This research looks at the design, validation, and usability of a survey questionnaire to examine the influence of Virtual Learning Environments (VLEs) on critical thinking among Chinese university students. The significance of critical thinking in the digital age, as well as the increasing integration of VLEs into China's educational system, particularly after COVID-19, highlight the study's relevance. In essence, this study's goal is to fill a vacuum in the present literature about the efficiency of VLEs in improving critical thinking abilities, which will result in the development of a unique assessment instrument. The earlier process consisted of a thorough literature study to design the survey instrument, but this is not covered in this paper. As findings, feedback from university students and expert reviewers serves as the foundation for updating the questionnaire, assuring its relevance and usability. Initial results reveal a generally good response to the questionnaire's usability and relevance, emphasizing its potential as a data gathering tool. However, clarity and involvement were noted as opportunities for growth. Further discussions center on the relevance of these results for educational methods and future research, particularly in optimizing VLEs to develop critical thinking. As implications, this research emphasizes the need of culturally and contextually sensitive survey designs for increasing participant engagement and data authenticity. The feedback-driven changes point to more effective and inclusive educational tools that meet the changing needs of digital learning settings.

FOSTERING DIGITAL TRANSFORMATIONS IN MILITARY ENGINEERING EDUCATION: INTRODUCTION OF A TECHNOLOGY-ENHANCED LEARNING ENVIRONMENT

Digital tools have become integral to training military engineers, and the introduction of a technology-enhanced learning environment may improve the educational process at higher military educational institutions. This study explores the impact of digital transformations in military engineering education through a technology-enhanced learning environment. To answer the research questions, mixed methodology was used, which involved integration and data triangulation matrices. The survey included 17 experts who possess the competences to evaluate the integration of technology into the learning environment. The results showed that a positive technology-enhanced learning environment is represented through ICT-supported learning, e-learning, blended learning, and virtual learning environments. The researchers distinguished groups of digital tools used at higher military educational institutions (communication tools, content creation tools, Learning Management Systems, collaboration tools, assessment tools, simulation and modelling, and adaptive learning tools). The impact of digital tools applied for the formation of professional competence among future military engineers was evaluated. Then, the algorithm for creating and developing a positive technology-enhanced learning environment was explained as the set of systematic measures used to design and implement a learning environment that integrates technology. The measures to be taken to foster digital technologies while training future military engineers were described during the study. The outcomes can be used to improve the existing system of military engineering education at the Ukrainian military institutions and to maximize the professional training at the active military units. Keywords: digital tools, higher military educational institution, learning environment, professional competence, technology-enhanced learning

Student engagement in health professional education using artificial intelligence.

Student engagement is of significant importance in education for several reasons. Engaged students are more likely to understand and retain the material being taught. They actively participate in class, ask questions, and seek to understand concepts deeply. As a result, they often achieve better academic results1. Regardless of the growing interest in the field of student engagement, there is still a gap in research on student engagement in medical education. Pervious research studies on student engagement and its impact on learning processes suggests that student engagement is flexible and can be modified by different interventional strategies 1,2,3. Aim of this letter is to highlight the importance of student engagement in health professional education and suggestion strategies to integrate student engagement models with artificial intelligence tools. Engaged students are more likely to develop critical thinking and problem-solving skills. They are curious, explore topics beyond what is required, and analyse information independently. Students who are actively engaged in learning are less likely to exhibit disruptive behavior in the classroom. This creates a more conducive learning environment for all students. Engagement fosters a sense of self-efficacy, where students believe in their ability to succeed4. This self-confidence is essential for tackling challenges and pursuing higher levels of education and career goals. Three perspectives of student engagement are Psychological, Behavioural and Socio-cultural perspective. Psychological model is most relevant in educational context. Artificial intelligence can enhance educational cycle in multiple ways, the teaching and learning process, curriculum development, assessment and the educational content5. In comparison to e-learning methodologies metaverse provides increased accessibility and interactivity and users can access their virtual learning environment from anywhere with an internet connection, and have discussions and work together in real time. It is especially convenient for learners with job commitments or who live in rural remote areas to get an easily accessible educational experience and learn.

Understanding the Role of Teacher-Student Relationships in Students' Online Learning Engagement: Mediating Role of Academic Motivation.

Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students' engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students' online learning engagement; and between students' intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students' intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study's practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design.

Meaninful learning of stereochemistry using medicinal plants as contextualization through a virtual learning environment platform

Meaninful learning of stereochemistry using medicinal plants as contextualization through a virtual learning environment platform

Beyond words: analyzing non-verbal communication techniques in a medical communication skills course via synchronous online platform.

Effective doctor-patient relationships hinge on robust communication skills, with non-verbal communication techniques (NVC) often overlooked, particularly in online synchronous interactions. This study delves into the exploration of NVC types during online feedback sessions for communication skill activities in a medical education module. A cohort of 100 first-year medical students and 10 lecturers at the Faculty of Medicine, Universiti Kebangsaan Malaysia (UKM), engaged in communication skills activities via Microsoft Teams. Sessions were recorded, and lecturer NVC, encompassing body position, facial expressions, voice intonation, body movements, eye contact, and paralinguistics, were meticulously observed. Following these sessions, students provided reflective writings highlighting their perceptions of the feedback, specifically focusing on observed NVC. The study identified consistent non-verbal communication patterns during feedback sessions. Lecturers predominantly leaned forward and toward the camera, maintained direct eye contact, and exhibited dynamic voice intonation. They frequently engaged in tactile gestures and paused to formulate thoughts, often accompanied by filler sounds like "um" and "okay." This consistency suggests proficient use of NVC in providing synchronous online feedback. Less observed NVC included body touching and certain paralinguistic cues like long sighs. Initial student apprehension, rooted in feelings of poor performance during activities, transformed positively upon observing the lecturer's facial expressions and cheerful intonation. This transformation fostered an open reception of feedback, motivating students to address communication skill deficiencies. Additionally, students expressed a preference for comfortable learning environments to alleviate uncertainties during feedback reception. Potential contrivances in non-verbal communication (NVC) due to lecturer awareness of being recorded, a small sample size of 10 lecturers limiting generalizability, a focus solely on preclinical lecturers, and the need for future research to address these constraints and explore diverse educational contexts. Medical schools globally should prioritize integrating NVC training into their curricula to equip students with essential communication skills for diverse healthcare settings. The study's findings serve as a valuable reference for lecturers, emphasizing the importance of employing effective NVC during online feedback sessions. This is crucial as NVC, though occurring online synchronously, remains pivotal in conveying nuanced information. Additionally, educators require ongoing professional development to enhance proficiency in utilizing NVC techniques in virtual learning environments. Potential research directions stemming from the study's findings include longitudinal investigations into the evolution of NVC patterns, comparative analyses across disciplines, cross-cultural examinations, interventions to improve NVC skills, exploration of technology's role in NVC enhancement, qualitative studies on student perceptions, and interdisciplinary collaborations to deepen understanding of NVC in virtual learning environments.

Evaluations of Virtual and Augmented Reality Technology-Enhanced Learning for Higher Education

Virtual reality (VR) has good potential to promote technology-enhanced learning. Students can benefit from immersive visualization and intuitive interaction in their learning of abstract concepts, complex structures, and dynamic processes. This paper is interested in evaluating the effects of VR learning games in a Virtual and Augmented Reality Technology-Enhanced Learning (VARTeL) environment within an engineering education setting. A VARTeL flipped classroom is established in the HIVE learning hub at Nanyang Technological University (NTU) Singapore for the immersive and interactive learning. Experiments are designed for the university students conducting the learning, with three interactive and immersive VR games related to science, technology, engineering and mathematics (STEM), i.e., virtual cells, a virtual F1 racing car, and vector geometry. These VR games are a part of the VARTeL apps designed in-house at NTU for STEM education. Quantitative and qualitative analyses are performed. A total of 156 students from Mechanical Engineering participated in the experiment. There are 15 participants selected for an interview after the experiment. Pre-tests and post-tests are performed using two different models, the developed VARTeL and the modified Technology-Rich Outcome-Focused Learning Environment Inventory (TROFLEI), in order to measure the efficiency of the VARTeL environment in Higher Education. Significant improvements of about 24.8% are observed for the post-tests over the pre-tests, which illustrate the effectiveness of the VARTeL for Engineering education. Details of the VR simulation games, methods of data collection, data analyses, as well as the experiment results are discussed. It is observed from the results that all the underlying scales of the modified TROFLEI are above the threshold for the ‘Good’ category, indicating that a very reliable questionnaire is designed in this research. The mean ‘Ideal’ values are about 0.7–2.6% higher than the mean ‘Actual’ values. The limitations of the experiment and future works with recommendations are also presented in this paper.

AUGMENTED AND VIRTUAL REALITY IN U.S. EDUCATION: A REVIEW: ANALYZING THE IMPACT, EFFECTIVENESS, AND FUTURE PROSPECTS OF AR/VR TOOLS IN ENHANCING LEARNING EXPERIENCES

This study provides an in-depth analysis of the impact, effectiveness, and future prospects of Augmented Reality (AR) and Virtual Reality (VR) in educational settings. The primary objective was to explore how these immersive technologies are reshaping learning and teaching landscapes. Employing a systematic literature review and content analysis methodology, the research analyzed recent scholarly articles and reports from 2014 to 2024, focusing on AR/VR applications in education. The findings reveal that AR and VR significantly enhance learning experiences by offering immersive, interactive, and engaging environments. These technologies have been shown to improve student engagement, knowledge retention, and skill development. AR enriches traditional educational materials by overlaying digital information onto the real world, while VR facilitates experiential learning in virtual environments. However, challenges such as high costs, technical infrastructure requirements, and content development complexities were identified as barriers to widespread adoption. The study predicts a future where AR and VR technologies will continue to evolve, focusing on enhancing user experience, improving accessibility, and integrating seamlessly into educational curricula. Recommendations for stakeholders, including educators, administrators, and policymakers, emphasize the need for investment in infrastructure, educator training, content development, and collaboration with technology companies. Lastly, AR and VR technologies hold great promise for transforming educational practices. Addressing current challenges and leveraging opportunities will be key to realizing their full potential in enhancing teaching and learning experiences. Continued research and innovation in this field are essential for the effective integration of AR and VR in education.
 Keywords: Augmented Reality (AR), Virtual Reality (VR), Educational Technology, Immersive Learning.