Abstract:

This study focuses on the use of Virtual Reality in STEM subjects in sub-Sahara counties of Africa. The interactive visual simulation nature of virtual realities in learning generates a unique learning environment that engages senses and enables learners to explore learning content that may not be replicated in the classroom. Virtual Reality environment allows for intuitive, real-time interaction that is supported by intelligent, and realistic 3D environments that allow learning of detailed aspects such as exploration of the human body. These aspects can be used in STEM subjects to strengthen the learner’s vocabulary in science, elicit their experiences so that they can make useful sense of data, and enhance their ability to contextualize abstract learning concepts. This approach is appropriate in Sub-Saharan countries that face challenges in stocking learning facilities in science labs and experience limited availability in an array of educational technology resources. The methodology employed the search of relevant keywords in important databases including google scholar, ERIC, and Teacher Reference Center. This review analyzes teaching and learning using virtual realities in the Sub-Saharan countries and focuses on their suitability and affordances as an important technological tool in STEM Education. It also reflects on its benefits, drawbacks, and sustainability, Additionally, the study offers relevant suggestions on the way forward and the importance of using virtual realities in STEM education.

Keywords:

Virtual Realities, Science Education, STEM subjects, Sub-Saharan Education, Science Subjects.