Abstract—The usage of computers is gaining popularity in science education specifically in biology education. The topic concerning Computer Assisted Instruction (CAI) materials is one of the topics covered in biology education research. Where they are reportedly to have an impact on the academic achievement of the students. In this review, published peer reviewed scientific literature on computer usage in biological science instruction was analyzed to answer the questions relating to the kind of computer applications commonly used as computer assisted instruction in biological science education. Biological topics mostly taught using computer assisted instruction. As well, as the learning outcomes commonly measured when studying computer applications in biological science education. The results from the analyzed literature show that web applications are the most used computer technologies. These applications are mostly designed and developed by researchers. The visual displays mostly used are computer-based animation, while Biochemistry and Photosynthesis specifically are biology topics covered. The learning outcome targeted is academic achievement. Though these reports showed a positive impact on learning outcomes, many works are still needed specifically the use of modern technologies such as virtual reality (AR) and augmented reality (AR), in the biology teaching and learning process.
Index Terms—Computer assisted instruction, biology, teaching and learning, ICT, Academic achievement, visual display
Jean Jacques Munyemana, Florien Nsanganwimana, and Gaspard Gaparayi are with the African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education, India.
*Correspondence: email@example.com (J.J.M.)
Cite: Jean Jacques Munyemana*, Florien Nsanganwimana, and Gaspard Gaparayi, "Jean Jacques Munyemana*, Florien Nsanganwimana, and Gaspard Gaparayi," International Journal of Information and Education Technology vol. 13, no. 3, pp. 551-557, 2023.Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).