Augmented reality (AR) and virtual reality (VR) are two technologies with the potential to enhance learning quality by activating episodic student memory. In this manuscript we outline the pedagogical benefits of AR and VR as well as the rationale, design, development, and pilot evaluation results from an in-service teacher online professional development program (OPD) on AR and VR linked with research activities. More specifically, we examined the “Augmented and Virtual Reality in Teaching and Learning” OPD course aimed at K-12 educators in a European country combining pedagogically informed methods such as inquiry-based learning and digital storytelling. Findings from a mixed-method research using questionnaires and focus groups indicate that AR- and VR-based pedagogical scenarios can be integrated effectively into everyday school teaching practice. The study also outlines implications and limitations that policy makers, education leaders, and educators need to consider for efficient institution-wide deployment of AR and VR technologies.

Being a professor at the university is associated with the acquisition of sufficient domain knowledge and skills to teach. On the other hand, there is a constant need to update and strengthen teaching skills and contribute to an effective learning process. Neuroscience research provides evidence on facilitating factors to student engagement and lasting, durable learning. Toward the improvement of the learning quality in Higher Education, the development of an innovative didactic proposal based on neuroscience was undertaken. For that reason, a mixed research method was designed with the purpose of exploring instructors’ opinions and practices. Participants were sixty academics from five Greek universities. Findings include the recognition of the validity and importance of neuroeducation training. It was also revealed that academics’ theoretical declarations are not always aligned with teaching practice. Equally important is their need to deepen the comprehension of memory function for the enhancement of students’ knowledge retention. Eventual misconceptions about the brain might be present, while not all employed pedagogical methods lead to desired student outcomes such as creativity and critical thinking. In addition, it is considered useful to apply alternative, creative and authentic assessment methods based on neuroscience evidence to increase students’ interest and engagement.

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