Mondal Himel, Mondal Shaikat
Department of Physiology, All India Institute of Medical Sciences, Deoghar, Jharkhand, India.
Raiganj Government Medical College and Hospital, West Bengal, India.
Adv Physiol Educ. 2025 Jun 1;49(2):503-507. doi: 10.1152/advan.00027.2025. Epub 2025 Mar 26.
Augmented reality (AR) and virtual reality (VR) hold immense potential to transform education by providing immersive, interactive learning experiences that may enhance student engagement and facilitate complex concept understanding. However, several barriers may hinder their widespread adoption in resource-constrained environments, especially in developing countries. These include infrastructure limitations, high costs, lack of localized content, insufficient teacher training, and sociocultural resistance to new technologies. Additionally, technological limitations, policy and institutional barriers, and equity issues further complicate the integration of AR and VR in educational systems. Hence, there is a need for a strategy to overcome them. Potential solutions may include cost-sharing models, teacher professional development, content localization, and the development of scalable, low-cost solutions. These perspectives may help the policymakers, educators, and technology developers seeking to maximize the impact of immersive technologies in global education.
增强现实（AR）和虚拟现实（VR）通过提供沉浸式、交互式学习体验，在改变教育方面具有巨大潜力，这些体验可能会提高学生的参与度并促进对复杂概念的理解。然而，一些障碍可能会阻碍它们在资源有限的环境中广泛应用，尤其是在发展中国家。这些障碍包括基础设施限制、成本高昂、缺乏本地化内容、教师培训不足以及社会文化对新技术的抵制。此外，技术限制、政策和制度障碍以及公平问题进一步使AR和VR在教育系统中的整合变得复杂。因此，需要一种策略来克服这些障碍。潜在的解决方案可能包括成本分担模式、教师专业发展、内容本地化以及开发可扩展的低成本解决方案。这些观点可能有助于政策制定者、教育工作者和技术开发者在全球教育中最大限度地发挥沉浸式技术的影响。
