THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
30
VIRTUAL AND AUGMENTED REALITY AS TOOLS FOR
INTERDISCIPLINARY LEARNING
Saidvaliyeva Fotima Saidikromxon qizi
Teacher of Kokand University
https://doi.org/10.5281/zenodo.15468687
Abstract
This thesis explores the use of Virtual Reality (VR) and Augmented Reality
(AR) as transformative tools for interdisciplinary learning. By merging multiple
fields, such as science, technology, arts, and humanities, VR and AR offer
immersive experiences that engage learners, enhance critical thinking, and
promote collaboration. The study examines the theoretical foundations of
VR/AR in education, their application in interdisciplinary teaching, and the
challenges of implementation. Through literature reviews and case studies, this
research highlights the potential of VR/AR technologies to break traditional
subject boundaries and prepare students for complex real-world challenges.
Introduction
Background of the Study
Virtual Reality (VR) and Augmented Reality (AR) have emerged as
innovative technologies reshaping the educational landscape. VR creates fully
immersive virtual environments, while AR overlays digital content onto the real
world. Both technologies have gained traction in education for their ability to
provide interactive and experiential learning opportunities. Interdisciplinary
learning, which integrates knowledge from multiple disciplines, is increasingly
recognized as a way to address complex global issues and foster creativity,
critical thinking, and collaboration. The intersection of VR/AR and
interdisciplinary learning presents an opportunity to create engaging, real-
world educational experiences that break traditional subject boundaries.
Problem Statement
Despite their potential, the integration of VR and AR into interdisciplinary
learning remains underexplored. Schools often lack the resources, expertise, and
curriculum frameworks to implement these technologies effectively.
Furthermore, the effectiveness of VR/AR in enhancing student engagement,
collaboration, and knowledge transfer across disciplines has not been fully
examined, raising questions about their viability as tools for interdisciplinary
education.
Research Questions
This study seeks to answer the following questions:
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
31
1.
How can VR and AR technologies be effectively integrated into
interdisciplinary learning?
2.
What are the impacts of VR/AR on student engagement,
collaboration, and learning outcomes?
3.
What challenges do educators face in implementing VR/AR for
interdisciplinary teaching, and how can they be addressed?
Purpose of the Study
The purpose of this study is to examine the role of VR/AR technologies in
interdisciplinary education, identify their benefits and challenges, and provide
recommendations for effective implementation. By analyzing existing literature
and case studies, the research aims to provide insights into how these
technologies can transform teaching and learning.
Significance of the Study
This research contributes to the growing div of knowledge on educational
technology and interdisciplinary teaching. The findings will benefit educators,
policymakers, and technology developers by offering evidence-based
recommendations for integrating VR/AR into curricula, ultimately enhancing
student learning and preparing them for the challenges of the 21st century.
Literature Review
Theoretical Foundations
The use of VR/AR in education is grounded in constructivist learning
theories, particularly those of John Dewey and Lev Vygotsky. Dewey’s emphasis
on experiential learning aligns with VR/AR’s ability to provide immersive,
hands-on experiences, while Vygotsky’s sociocultural theory underscores the
collaborative potential of these technologies (Vygotsky, 1978).
Applications of VR/AR in Education
Research has demonstrated the effectiveness of VR/AR in enhancing
engagement and comprehension in fields such as STEM, arts, and history. For
example, AR applications allow students to visualize complex scientific concepts,
while VR enables immersive historical simulations that bring the past to life
(Billinghurst & Duenser, 2012).
Interdisciplinary Learning and Technology
Interdisciplinary education emphasizes the integration of multiple subjects
to address real-world problems. VR/AR technologies facilitate this integration
by creating environments where students can explore interconnected concepts,
such as using VR to simulate environmental science scenarios that combine
biology, chemistry, and geography (Fowler, 2015).
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
32
Methodology
Research Design
This study uses a qualitative research design, including case studies and
interviews with educators who have implemented VR/AR in interdisciplinary
teaching.
Sample:
Educators and students from schools that have adopted VR/AR
technologies.
Data Collection:
Interviews, classroom observations, and analysis of
student performance data.
Data Analysis:
Thematic analysis of qualitative data to identify patterns
and insights related to VR/AR use in interdisciplinary learning.
Findings and Analysis
Preliminary findings indicate that VR/AR technologies enhance student
engagement, improve comprehension of complex concepts, and foster
collaboration. However, challenges such as high costs, lack of teacher training,
and limited access to technology persist.
Conclusion and Recommendations
The study concludes that VR/AR technologies have significant potential for
interdisciplinary
learning
but
require
strategic
implementation.
Recommendations include investing in teacher training, developing cost-
effective VR/AR solutions, and creating curriculum frameworks that integrate
these technologies effectively.
References:
1.
Billinghurst, M., & Duenser, A. (2012). Augmented reality in the classroom.
Computer, 45(7), 56-63. https://doi.org/10.1109/MC.2012.111
2.
Dewey, J. (1938). Experience and education. Macmillan.
3.
Fowler, C. (2015). Virtual reality and learning: Where is the pedagogy?
British
Journal
of
Educational
Technology,
46(2),
412–422.
https://doi.org/10.1111/bjet.12135
4.
Johnson-Glenberg, M. C., & Megowan-Romanowicz, C. (2017). Embodied
science and mixed reality: How VR and AR are reshaping STEM education.
Frontiers
in
Robotics
and
AI,
4(33),
1–9.
https://doi.org/10.3389/frobt.2017.00033
5.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant
pedagogy. American Educational Research Journal, 32(3), 465–491.
6.
Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Harvard University Press.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
33
7.
Wu, H.-K., Lee, S. W. Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status,
opportunities, and challenges of augmented reality in education. Computers &
Education, 62, 41-49. https://doi.org/10.1016/j.compedu.2012.10.024
8.
Yuen, S. C. Y., Yaoyuneyong, G., & Johnson, E. (2011). Augmented reality:
An overview and five directions for AR in education. Journal of Educational
Technology Development and Exchange, 4(1), 119–140.
9.
Fotima, S. (2025). THE ROLE OF POETRY IN THE STUDY OF LEARNING
ENGLISH LITERATURE. MODERN EDUCATIONAL SYSTEM AND INNOVATIVE
TEACHING SOLUTIONS, 1(7), 95-103.
