Εικονική πραγματικότητα στη διδασκαλία της Βιολογίας: Mία εκπαιδευτική παρέμβαση στην Επαγγελματική Εκπαίδευση

Abstract

The use of virtual reality applications in Vocational High Schools is particularly important, as it enables remote experiential learning. This paper presents a pedagogical intervention implemented at the 1st Vocational High School of Amaliada, aiming to investigate the learning effectiveness of both physical and virtual Biology laboratories. In the Action, the school’s Science Laboratory equipment was utilized alongside the Onlabs virtual reality educational software. First-year EPAL students participated in two consecutive learning experiences: initially they used the real microscope, and then they interacted with a virtual one. After each experience, they completed a questionnaire based on Keller’s ARCS model, with the aim of exploring interest, perceived relevance, confidence, and satisfaction with the learning process. Data analysis was conducted using descriptive statistics. The results provided indications that the real microscope offers students a vivid learning experience that enhances their sense of understanding and satisfaction and is recognized as an effective means of learning. On the other hand, the virtual microscope was evaluated as an engaging supportive tool, particularly important for reinforcing learning and fostering interest, without, however, replacing the experience afforded by direct engagement in the physical laboratory.