THE USE OF VIRTUAL REALITY IN TEACHING OF BASIC SCIENCE IN SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

Virtual reality (VR) technology has gained popularity in various fields for its 
immersive and interactive nature. In recent years, educators in Nigeria have started 
to explore the use of VR in teaching basic science subject. This paper explores the 
potential benefits, applications and challenges of using VR technology in the 
Nigerian education system for the teaching of basic science. The use of VR in 
teaching basic science in Nigeria has the potential to enhance students' engagement 
and understanding of complex scientific concepts. By creating realistic and 
interactive virtual environments, students are able to visualize abstract concepts and 
conduct virtual experiments, which can lead to a deeper understanding of scientific 
principles. Additionally, VR can cater to diverse learning styles and provide a more 
dynamic and interactive learning experience for students. It was recommended that 
teacher and school administrators could be informed of this, and they should further 
explain the benefits of VR to parents. Understanding the challenges of using VR in 
teaching basic science subjects would ultimately provide the means for educational 
policy makers to suggest the necessary measures to effectively reflect upon the 
current trends, experiences and practices to support and build capacity for 
educational change.