Review on Enhancing Hands-on Learning through Virtual Learning Environment Technologies (AR&VR) for Skill Development in Teacher Education Programme

Sanusi Sani Danmali, Ahmad Abdullahi and Prof. Oyeronke O. Ogunlade
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Sanusi Sani Danmali: Department of Curriculum and Instructional Technology, Federal College of Education Gidan Madi, Sokoto State-Nigeria
Ahmad Abdullahi: Department of Curriculum and Instructional Technology, Federal College of Education Gidan Madi, Sokoto State-Nigeria
Prof. Oyeronke O. Ogunlade: Department of Educational Technology, University of Ilorin

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 1, 1302-1319

Abstract: This paper systematically reviews 143 studies on the use of Augmented Reality (AR) and Virtual Reality (VR) to enhance hands-on learning in teacher education Programme. The analysis focuses on five key areas: the effectiveness of Virtual technologies in hands-on learning, integration in skill acquisition, learning environments for student engagement in entrepreneurial skills, and VR’s role in pedagogical strategies for practical skill teaching. Findings indicate a varied emphasis on practical training within Nigerian teacher education, with teaching practice and lesson planning receiving the most attention. Research on Virtual in skill acquisition mainly targets vocational, business, and economics education, primarily conducted by university-affiliated researchers. Despite significant academic interest, practical application remains limited, highlighting a gap between research and implementation. Studies on Virtual learning environments suggest that most research emphasizes post-graduation skills, often misaligned with current curricula, with more frequent investigations in colleges of education than universities. Evidence supports VR’s effectiveness in teaching practical skills, showing substantial documentation of VR’s diverse applications in enhancing educational outcomes. The review concludes that Virtual technologies have significant potential to transform hands-on learning and skill acquisition in teacher education, provided they are implemented thoughtfully and supported by adequate training and resources. Key findings include the positive impact of Virtual on student learning outcomes, motivation, interaction, and reduced learning anxiety. The review emphasizes the need for comprehensive teacher training, larger sample sizes, and exploration of factors such as learner engagement and satisfaction to maximize the benefits of these technologies in creating dynamic, engaging, and effective learning experiences that prepare students for professional success.

Date: 2025
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