Immersive technologies—virtual reality (VR), augmented reality (AR) and mixed reality (MR)—are increasingly presented as transformative tools for science education, yet systematic guidelines for their pedagogical integration remain scarce. The present study conceptualises, implements and evaluates a methodology for embedding immersive environments into undergraduate biology courses at two Uzbek universities. Drawing on constructivist and cognitive-affective theories, an instructional model consisting of pre-immersion framing, guided exploration, collaborative synthesis and reflective debriefing was designed. Over a sixteen-week semester, 118 first-year students followed identical curricular content either through traditional laboratory demonstrations or through the devised immersive sequences featuring interactive 3-D cell biology, ecological field simulations and virtual dissection modules. A mixed-methods approach combined a concept-mapping test, delayed transfer tasks, eye-tracking analytics and semi-structured interviews to examine conceptual accuracy, knowledge retention, cognitive load and affective engagement. Results show that students experiencing immersive instruction achieved significantly higher scores in elaborative concept connections and long-term transfer without incurring detrimental extraneous load. Eye-tracking patterns indicated deeper spatial reasoning, while interviews reflected elevated motivation and perceived authenticity. The findings support the efficacy of a structured, theory-informed methodology that positions VR/AR as a complement rather than a novelty, emphasising scaffolding, social dialogue and critical reflection. The article concludes with design principles and implications for curriculum policy in developing contexts seeking to modernise biology teaching.  

Immersive technologies, virtual reality, augmented reality

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