Augmented Reality (AR) and Virtual Reality (VR) Tools for Classrooms

Augmented Reality (AR) and Virtual Reality (VR) are rapidly transforming classrooms by creating immersive learning experiences that go beyond traditional lectures. UNESCO and education experts note that AR/VR can revolutionize teaching by letting students explore 3D history scenes or conduct virtual science experiments without leaving the room. For example, one analysis observes: “VR and AR are set to revolutionize the classroom by offering immersive learning experiences”notesforshs.com. These tools include VR education software and AR learning apps that make abstract concepts concrete – from anatomy models hovering over textbooks to “virtual field trips” across the globelearning.sciencemuseumgroup.org.uk oecd.org. Even UNESCO is training teachers in AR/VR; in 2025 it guided Thai educators on using underwater VR journeys to teach marine conservationunesco.org. In this post, we’ll explain the difference between AR and VR in learning, detail the benefits and platforms for each, and provide practical steps, examples, and resources for integrating immersive technology into K–12 classrooms.

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Understanding AR vs. VR in Education

Augmented Reality (AR) overlays digital content onto the real world. In class, AR can turn a smartphone or tablet into a magic window: pointing the camera at a math problem or a page in a textbook might pop up a 3D molecule or an animated historical map. By contrast, Virtual Reality (VR) replaces the real world with a fully digital environment, usually viewed through a headset. VR transports students to a new place – for example, walking through the human circulatory system or touring an ancient Roman forum in 360°notesforshs.com iscresearch.com. In short:

• AR: Enhances the real world with digital overlays (e.g. 3D models or annotations visible on a tablet)notesforshs.com.

• VR: Creates a completely simulated world (via headsets), immersing users in an alternate realitynotesforshs.com.

These technologies support different learning modes. An AR app might let a biology student rotate a 3D beating heart on their desk, whereas VR could “drop” that student inside a virtual anatomy lab to walk around the heart’s chambersoecd.org. Both, however, allow immersive learning experiences – multisensory, interactive lessons that textbooks and videos alone cannot providenotesforshs.com iscresearch.com.

Key differences for educators: AR tools typically use smartphones, tablets, or simple AR glasses. They work well for augmenting existing curriculum materials (imagine a chemistry textbook page coming alive with a molecule model). VR requires headsets (from smartphone-based viewers to high-end standalone headsets), which transport students to entirely new environments for virtual field trips, labs, and simulationslearning.sciencemuseumgroup.org.ukoecd.org. Both can boost understanding by placing students “inside” the content – literally seeing, hearing, and sometimes even touching virtual elements – rather than passively reading or listeningoecd.orgiscresearch.com.

Benefits of AR and VR in the Classroom

Numerous studies and reports highlight the educational benefits of immersive AR/VR:

• Boosted Engagement and Motivation: Immersive lessons capture attention. Students are naturally curious about novel experiences, so AR/VR activities tend to feel like fun exploration rather than “just another lesson.” In classrooms worldwide, teachers report that using VR headsets and AR apps makes students “eager to participate”ace-ed.org. Research backs this up: one international study found that VR not only maintained students’ motivation but often increased it, whereas traditional instruction saw motivation decline. In summary, “digital immersion through VR and AR…complements student engagement”iscresearch.com, as one ed-tech survey notes. When learning feels like hands-on play, even reluctant students perk up.

• Improved Retention and Understanding: By involving more senses, immersive tools help information stick. The same El Salvador study mentioned above showed students using VR lessons retained far more knowledge than the control group – retention jumped 35.2% with VR vs. only 2.6% without it. Likewise, an OECD report found that VR and AR simulations can “enhance learning”, giving richer mental context than textbooksoecd.org. For instance, medical students using a VR heart anatomy program scored higher on comprehension than those using traditional 3D modelsoecd.org. In practice, teachers see that a student who “saw” a chemical reaction happen around them in VR will remember it better than one who merely read about it. By turning abstract or distant concepts into interactive scenarios, AR/VR makes lessons more memorableiscresearch.comace-ed.org.

• Experiential and Safe Practice: VR can simulate hands-on labs or risky scenarios safely. Students can dissect virtual frogs, fly a plane, or explore volcanoes in VR – without actual danger or expensive equipment. This “learning by doing” approach builds real skills. For example, a science class might use a VR chemistry lab simulation; if a student makes a mistake, there’s no physical harm. The IIS research community notes VR “closely resemble[s] actual events that are hard or impossible to recreate in a conventional classroom”iscresearch.com. AR likewise provides safe, repeatable practice: elementary students can use AR flashcards to practice math facts, seeing answers pop up on-screen, which is engaging and free of the frustration of grade mistakes.

• Catering to Diverse Learners: Immersive tools can be especially helpful for visual and kinesthetic learners, who thrive on seeing and interacting with concepts. Students with special needs may also benefit: for instance, VR experiences can be tailored for learners with mobility impairments (by removing physical barriers), or interactive AR games can support social skills for students with autism. Research cited by OECD suggests that tailored AR/VR can “provide a supportive environment” for learners with disabilitiesoecd.org. By offering personalized, multisensory experiences, AR/VR can reach students who struggle with textbooks or lectures, helping each student grasp concepts at their own pace.

• Global and Cross-Curricular Opportunities: AR/VR isn’t limited to one subject. It brings history, science, art, and more to life. Students can virtually tour the Great Wall of China or Mars (“virtual field trips” enabled by VR)learning.sciencemuseumgroup.org.uk, examine an ancient Egyptian tomb in detail, or practice language immersion by role-playing in a foreign city (some AR language apps even simulate conversations). This cross-disciplinary breadth means teachers can use AR/VR to “turn abstract concepts into memorable immersive learning” across subjectsclassvr.comiscresearch.com.

In short, immersive learning experiences using AR/VR have been shown to raise attention, boost test scores, and deepen understanding. Educators often report higher retention, more lively discussions, and even increased class attendance when these technologies are usedace-ed.orgiscresearch.com. One study concluded that VR not only improves academic performance but also “supports the development of essential cognitive and social skills… such as attention, memory, and motivation”ace-ed.org.

AR/VR Tools and Platforms for Classrooms

There is a growing ecosystem of AR/VR tools and platforms designed for education. Below are some of the most popular examples across K–12 that teachers can explore:

• Google Expeditions (VR) – Virtual Field Trips: Once a standalone app (now part of Google Arts & Culture), Expeditions used simple VR viewers (like Google Cardboard or mobile phones) to take students on guided trips. Teachers could lead classes through 360° tours of museums, the ocean depths, outer space, etc. As the Science Museum Group explains, “Google Expeditions enables teachers to bring students on virtual reality trips… to places like museums, underwater, and outer space”learning.sciencemuseumgroup.org.uk. Although Google officially retired Expeditions, its content lives on via Arts & Culture’s tours, offering a blueprint for VR field trips.

• ClassVR by Avantis (VR) – All-in-One Classroom VR: ClassVR is a popular headset platform built specifically for schools. It comes with its own curriculum-aligned content library (science, geography, history, etc.) and a teacher dashboard. ClassVR headsets are rugged and manageable for classrooms. In fact, a recent international study in El Salvador used ClassVR headsets for science lessons and saw huge gains in retentionace-ed.org. According to the makers, ClassVR is used by over 2 million students in 200,000+ classrooms worldwideace-ed.org. Teachers cite ClassVR as providing “everything a school needs” to implement VR affordablyace-ed.org. (See also our guide on integrating ClassVR across subjects for practical ideas.)

• Merge EDU (AR & VR) – Durable AR/VR Kit: Merge Education produces a versatile AR/VR kit that includes the Merge Cube (a handheld foam cube) and wearable goggles. The Merge Cube uses tablet/smartphone apps to project interactive 3D models into students’ hands (e.g. a beating heart, a solar system). Merge’s VR headset is a protective viewer (like a sturdier Cardboard) for VR apps. Notably, ISTE recommends Merge headsets for schools, noting they “survive an 8th-grade drop test”iste.org. The Merge platform supports apps across science, math, art, and more (Merge EDU apps like Mr. Body show human anatomy in AR). It’s a flexible solution: one device becomes either AR or VR tool depending on the app.

• CoSpaces Edu (Mixed AR/VR) – Student-Created VR Content: CoSpaces Edu lets students build their own 3D scenes and simple VR worlds using a block-based coding interface or drag-and-drop. They can then explore these creations in VR on a headset or as AR on a tablet. For example, a history class could have students build a VR tour of Ancient Rome together. ISTE highlights CoSpaces as a tool that “allows students to create in 3D, learn to code, and connect with curriculum on a new level”iste.org. Because students design the scenarios themselves, CoSpaces is often used for creative projects and collaborative storytelling.

• AR Learning Apps: Numerous AR apps on tablets/smartphones enrich textbooks and bring lessons to life. For example, Mondly AR is a language-learning app that projects conversation scenarios in AR (students practice foreign language dialogues with virtual characters)notesforshs.com. Curiscope’s Virtuali-Tee lets students wear an AR T-shirt that shows internal organs in 3D over their bodies (great for anatomy lessons)notesforshs.com. Math and science textbooks increasingly have companion AR apps: point a device at a page and watch a crystal structure or geometric shape pop out. These AR apps leverage devices students already have (iPads, Chromebooks, etc.) and usually require no extra hardware.

• Other Notable Tools: Classrooms also use platforms like Unimersiv VR (VR history, space, science content), TimeLooper (immersive history tours), and zSpace (a combined AR/VR system for STEM). While Google Expeditions is phased out, its content lives on in Google’s VR tours. In our own [Notes for SHS guide on AR & VR] , we discuss additional examples like Vuforia Chalk (AR video collaboration) and JigSpace (AR presentations)iste.org. (See the “References” section below for links to many of these platforms.)

Each of these tools falls under broader categories of “VR education software” or “Augmented Reality learning apps.” Teachers should choose tools that align with their lesson goals. For instance, science labs might use VR simulations (like Labster VR or zSpace), whereas a history class might pick an AR exploration game (like Zeus AR or Titans of Space). It’s often helpful to start with one well-supported platform (e.g. ClassVR or Merge) and explore subject-specific apps within it.

How to Implement AR/VR in the Classroom (Step-by-Step)

Getting started with AR or VR in your teaching can follow these general steps:

• Define Learning Objectives. Identify what concept or skill you want to teach. For example, “understand cell structure” or “explore world landmarks”. Ask: will AR/VR truly enhance this lesson? If a virtual tour of the Louvre makes an art lesson richer, that’s a good use. (Not every lesson needs VR.) Always link the tech to a clear educational purposenotesforshs.com iste.org.

• Choose the Right Tool. Select an AR/VR platform that matches your goal and budget. For a simple VR field trip, Google Arts & Culture VR tours (via Cardboard) might sufficelearning.sciencemuseumgroup.org.uk. For hands-on science, ClassVR or Merge Cube could work. If students need to create content, CoSpaces is idealiste.org. Check device requirements (see next section) and whether a free demo or trial exists. Ensure any content is age-appropriate and aligned to curriculum.

• Set Up Hardware and Content. Acquire or borrow the necessary gear: e.g. VR headsets (Cardboards, ClassVR headsets, Oculus Quest, etc.), or tablets/phones for AR. Install the chosen apps and test them. Make sure the classroom Wi-Fi and devices can handle the content smoothly (VR requires solid bandwidth and device specs). Preview the VR experiences yourself before class to anticipate any issues.

• Plan the Lesson. Integrate the AR/VR activity into your lesson plan. For example, begin with a short introduction (e.g. “Today we’ll explore the Great Wall in VR”). Decide if students will go one at a time or in pairs (having one headset per student is ideal but often impractical). Some teachers rotate a class through headsets, or use a projector mirroring a student’s VR view for the class. Provide clear instructions on how to use the gear safely (e.g. hold headset tightly, watch for real-world obstacles).

• Introduce Students to the Tech. Briefly show students how AR/VR works and any controls. Emphasize safety: no leaving seats abruptly, remove headset carefully. If using VR headsets, ensure students take turns and rest their eyes as needed. For AR apps, guide them on scanning images or markers. Keep sessions short initially (5–10 minutes) to prevent nausea, then extend as comfort grows.

• Facilitate and Supervise. While students are immersed, walk around to assist. Ask guiding questions: “What do you notice about the virtual rainforest?” or “Can you identify that organ? Point at it.” Encourage interaction: have students describe what they see or draw sketches afterward. Use built-in quiz or annotation features of the apps if available to reinforce learning.

• Reflect and Follow-Up. After the AR/VR experience, debrief as a class. Discuss what students learned and felt. Follow up with traditional activities (e.g. a worksheet or group discussion) to consolidate the concepts. Monitoring impact is key: you may compare quiz scores from AR/VR lessons to regular lessons (as in the El Salvador study)ace-ed.org.

Use Case – Virtual Field Trip: In a history class, a teacher used VR to take students on a “tour” of the Roman Colosseum. Each student briefly wore a headset to walk among virtual crowds and gladiators. Afterwards, they sketched the architecture and answered questions about Roman engineering. This approach made the ancient structure tangible and sparked lively discussion – much more engaging than a textbook alone.

Use Case – Science Simulation: At ITE vocational schools in Singapore, educators use VR/AR to simulate technical training. For example, welding or engine repair can be practiced virtually with no equipment cost. Students report that these “hands-on” VR labs helped them “understand better” while ensuring safetyeonreality.com. Feedback from ITE showed noticeable changes in students’ mindset and behavior after adopting immersive VR trainingeonreality.com.

Hardware and Accessibility Requirements

VR Hardware: 

VR requires headsets. Options range from inexpensive mobile headsets (Google Cardboard or Merge VR viewers) to mid-range all-in-one units (Meta Quest 2, HTC Vive Focus) and high-end tethered systems (HTC Vive Pro, Oculus Rift needing a PC). As one industry study notes, popular VR headsets cost roughly $300–$800 eachdigitaldefynd.com. Schools often start with a few devices on a cart for shared use (teacher rotates headsets among students). High-end VR systems may need external sensors or powerful PCs; all-in-one headsets (like Quest 2) work without a PC but still require wireless internet for many experiences.

AR Hardware: 

AR mostly runs on tablets or smartphones. Any relatively new iOS/Android device can handle basic AR apps (since support for ARKit/ARCore is common). Some specialized devices exist (like Microsoft HoloLens or Magic Leap glasses) but these are expensive and rare in K–12. In practice, a class often shares a few iPads or Chromebooks. Companies like Merge offer AR markers (like the Merge Cube) that work with standard devices to launch 3D content.

Device Management: 

Whichever hardware you use, prepare for classroom logistics. Label devices by number, sanitize headsets between use, and ensure each student has a safe space (especially important when students’ heads are enclosed). VR headsets often come with simple straps and adjustable lenses; help students adjust them properly. Encourage alternating VR time (so one student “drives” while a partner assists, for example).

Accessibility Considerations: 

AR/VR can be inclusive, but watch for issues. Students with visual impairments may find VR goggles challenging, and those with balance or vestibular issues can experience motion sickness. Start with short sessions and allow breaks. Volume in VR audio should be moderate to protect hearing. Also monitor for dizziness or nausea – guidelines suggest no more than 20–30 minutes continuously. On the positive side, AR/VR can empower students with disabilities by offering experiences they cannot have physically (e.g., wheelchair-bound students virtually exploring a mountain trail).

Connectivity and Tech Support: 

Many AR/VR tools are lightweight on local hardware but rely on good Wi-Fi for updates or streaming content. Ensure your network can handle multiple devices. If bandwidth is a concern, pre-download content when possible. Ideally, have an IT support plan: who to call if an app crashes or a device won’t charge.

In short, the hardware investment is significant (headsets, controllers, possibly high-end computers)digitaldefynd.com. But many schools start small: even a fleet of 10 headsets for a grade level can make a difference. For AR, most schools already own tablets/phones, lowering barriers. If budget is tight, consider grant funding or a rotating schedule where each class gets the equipment once a week. ISTE and EdTech journals recommend starting simple – one headset per group, use free apps – and scaling upiste.orgdigitaldefynd.com.

Challenges and How to Overcome Them

While powerful, AR/VR integration has challenges and ethical considerations:

• Cost and Equity: As noted, quality VR gear is priceydigitaldefynd.com. This can widen the digital divide: affluent schools may afford large VR labs, while under-resourced schools may struggle. To mitigate this, districts can pool resources (sharing VR carts between schools) or use low-cost options (cardboard headsets, smartphones). Some nonprofits also lend VR kits to schools. Teachers should plan around available tech – for example, do some lessons with VR, others with AR on cheaper devices.

• Technical Learning Curve: Teachers often need training to use AR/VR effectively. Without proper guidance, technology can be a distraction. Professional development and peer mentoring are crucialnotesforshs.com. Start with user-friendly tools and clear tutorials. In practice, involve tech-savvy students too (e.g. a “VR helper” rotating in each class).

• Physical Discomfort: A minority of students may experience cybersickness (nausea, dizziness) in VR if motion is not handled well. Teachers should follow best practices (limiting quick movements, ensuring high frame rates) and always allow students to opt out or rest if they feel unwell. Studies suggest immersive AR/VR sessions should be brief, especially at firstdigitaldefynd.com.

• Content Appropriateness: Not all VR experiences are classroom-safe. Always preview apps for age-appropriate content. Use educator-vetted libraries (ClassVR, Google Arts & Culture, Merge EDU store) rather than random online VR. Also, discuss digital citizenship: even in VR, students should respect classmates (e.g. when collaborating in shared VR spaces).

• Privacy and Data: AR/VR apps may collect user data or use cameras. Schools must comply with student privacy laws (like FERPA in the US). Check app policies and obtain necessary permissions. For instance, apps using video to overlay AR models should not record or share student faces without consent.

• Time and Curriculum Fit: It can be tempting to use VR/AR just for novelty. The key is clear curriculum integration. If an immersive activity doesn’t directly support the lesson goal, it may waste time. Teachers should blend tech with tradition – for example, supplementing a VR excursion with a worksheet or discussion afterwardnotesforshs.com.

Overcoming these challenges often involves planning and policy. Establish guidelines (e.g. headsets sanitized between uses, maximum session length). Seek grants or partnerships (some tech companies offer discounts to schools). Start small – a pilot project in one class or grade – measure results, then expand. Emphasize pedagogy first: technology should serve learning, not drive itnotesforshs.com. With thoughtful implementation and support, most hurdles can be managed.

Conclusion

AR and VR are no longer science fiction in education – they are ready-made tools for today’s classrooms. By overlaying digital content onto the real world (AR) or immersing students in virtual worlds (VR), teachers can create exciting, memorable learning experiencesnotesforshs.com iscresearch.com. Research and case studies consistently show that when well-integrated, these technologies boost engagement, understanding, and motivationace-ed.org eonreality.com.

Popular platforms like ClassVR, Google Expeditions, and Merge EDU make it easier than ever to pilot VR field trips and AR apps. Even low-tech options (Cardboard + phone) provide a taste of immersive learning. The future is promising: as hardware becomes more affordable and content libraries grow, AR/VR is likely to become as commonplace as the science lab or the library.

Yet, success depends on teachers: selecting age-appropriate content, linking VR/AR to learning goals, and supporting students through the experiencenotesforshs.com iste.org. By carefully addressing costs, training, and safety, schools can harness AR/VR while minimizing downsides. In doing so, educators equip students with not only knowledge but also 21st-century digital skills: spatial reasoning, digital literacy, and a comfort with emerging technologies that will shape their future.

As one educator put it, VR/AR “provides new ways for students to engage with material, boosting both excitement and understanding”iscresearch.com. The evidence bears that out: classrooms that embrace these tools often see higher retention (some studies report boosts of 20–35% on test scores) and a thrill of discovery. For teachers and students ready to explore beyond the textbook, AR and VR offer a powerful extension of the learning space – truly taking education to new dimensions.

Author: Wiredu Fred (educator and edtech content specialist)

FAQ

What is the difference between AR and VR in education?

Augmented Reality (AR) overlays digital objects on the real world (e.g., projecting a 3D model onto a textbook page using a phone or tablet). Virtual Reality (VR) places learners inside a fully simulated environment via a headset (e.g., touring the Roman Colosseum in 360°). In short, AR enhances your surroundings while VR replaces them with an immersive simulation.notesforshs.com.

How do AR/VR tools improve learning?

Immersive tools engage students more deeply. Studies show VR lessons can dramatically boost knowledge retention and motivation compared to traditional methodsace-ed.orgiscresearch.com. By “learning by doing” in virtual labs or field trips, students grasp concepts that might otherwise seem abstract. For example, a VR heart anatomy lesson improved student understanding more than a physical modeloecd.org.

What are some examples of AR/VR tools for students?

• VR platforms: ClassVR (curated classroom content), Google Expeditions/Arts & Culture VR tours, Unimersiv modules for science/history.learning.sciencemuseumgroup.org.uk
• AR tools: Merge Cube (manipulate 3D objects in-hand), CoSpaces Edu (students create AR/VR scenes)iste.org, language and anatomy AR apps (e.g., Mondly AR, Curiscope Virtuali-Tee)notesforshs.com.
• Creation tools: Student-friendly 3D/VR authoring in CoSpaces or browser-based tools to build and share scenes aligned to lessons.

What hardware is needed for AR/VR in class?

• VR: Cardboard viewers (entry-level), standalone headsets (e.g., Meta Quest), or tethered headsets (e.g., HTC Vive) with capable PCs.digitaldefynd.com
• AR: Most modern tablets/phones (iPadOS/Android) support classroom AR apps. AR glasses (e.g., HoloLens) exist but are uncommon in K–12.
• Classroom needs: Stable Wi-Fi, charging/storage solutions, basic sanitation for headsets, and teacher device(s) for orchestration.

Are there safety or ethical concerns?

• Well-being: Limit session length, build in breaks, and seat students prone to motion sickness.
• Hygiene & accessibility: Clean headsets between uses; provide accommodations for students who cannot or prefer not to use headsets.
• Privacy & content: Vet apps for data collection, follow school privacy rules, and ensure age-appropriate, culturally sensitive content.digitaldefynd.comoecd.org
• Equity & cost: Plan for shared carts/rotations and alternatives so AR/VR doesn’t widen digital divides.

How can teachers start using AR/VR tomorrow?

1. Pick one objective-aligned activity: e.g., a VR solar system tour for astronomy or an AR molecule you can place on desks.
2. Pilot simply: Try free VR tours (Google Arts & Culture) or a single AR app on tablets; rehearse controls beforehand.
3. Structure the lesson: Brief intro → guided exploration with prompts → debrief and reflection/artifact (diagram, exit ticket).
4. Iterate: Collect student feedback, tweak timing, and expand to more content or student-created AR/VR projects.