THE IMPACT OF IMMERSIVE ICT (AUGMENTED REALITY, VIRTUAL REALITY, AND SIMULATORS) ON THE UNDERSTANDING OF NATURAL PHENOMENA IN PRIMARY EDUCATION: A LITERATURE REVIEW (2020–2025)
DOI:
https://doi.org/10.56219/trascendere.v2i8.6330Keywords:
Information and Communication Technologies (ICT), Natural Sciences, Primary Education, Augmented Reality, Virtual Reality, Digital SimulatorsAbstract
Teaching natural sciences in primary education faces the challenge of bringing students closer to phenomena that, due to their level of abstraction or scale, are difficult to observe directly. Technologies such as augmented reality, virtual reality, and digital simulators are digital tools that make it possible to visualize invisible processes and recreate immersive experiences, contributing to motivation and meaningful learning. This article presents a literature review of research published between 2020 and 2025, aiming to analyze how visualization and immersion ICTs strengthen the understanding of natural phenomena such as photosynthesis, the water cycle, and astronomical movements. It examines studies that address key factors such as teacher training, technological infrastructure, and curricular adaptation. The findings indicate that, when integrated into solid pedagogical strategies, these tools enhance conceptual understanding, stimulate scientific curiosity, and promote positive attitudes toward science in school contexts. Likewise, the review identifies challenges to their effective adoption, including the digital divide, insufficient teacher training, inequality in infrastructure, and the need for careful curricular alignment. Recommendations are provided for implementation in basic education and for future research focused on learning retention and transfer.
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