EFFICACY OF AUGMENTED REALITY (AR) AND VIRTUAL REALITY (VR) TECHNOLOGIES ON SECONDARY SCHOOL STUDENTS’ ENGAGEMENT IN SCIENCE EDUCATION

Adaora Phina Anudu; Christiana Ogonna Odimkpa; Chisom Precious Anyigor; Christogonus O Nweke; Kelechi Chinemerem Mezieobi; Alexander Chinedu Nwankwo; Denen Daniel Ukor; Obianuju Susan Eneasato; Anthonia Uzoamaka  Ugwu

doi:10.48047/vpt7d147

Authors

Adaora Phina Anudu Department of Science Education, Alex Ekwueme Federal University, Ndufu-Alike Author
Christiana Ogonna Odimkpa Department of Science Education, Alex Ekwueme Federal University, Ndufu-Alike Author
Chisom Precious Anyigor Department of Science Education, Alex Ekwueme Federal University, Ndufu-Alike Author
Christogonus O Nweke Department of Science Education, Ebonyi State University, Abakaliki Author
Kelechi Chinemerem Mezieobi Department of Educational Management and Foundational Studies, Alex Ekwueme Federal University, Ndufu-Alike Author
Alexander Chinedu Nwankwo Department of Educational Management and Foundational Studies, Alex Ekwueme Federal University, Ndufu-Alike Author
Denen Daniel Ukor Department of Science Education, Federal University Dutsinma, Katsina State Author
Obianuju Susan Eneasato Department of Food Science and Technology, Federal Polytechnic, Oko, Anambra State Author
Anthonia Uzoamaka Ugwu Department of Science Education, Enugu State University of Science and Technology (ESUT), Enugu Author

DOI:

https://doi.org/10.48047/vpt7d147

Keywords:

Augmented Reality (AR), Virtual Reality (VR), Interactive Learning in STEM, Student Engagement, Science Education and Biology Education

Abstract

This study investigated the efficacy of augmented reality (AR) and virtual reality (VR) technologies on secondary school students’ engagement in science education, with focus on Biology. The study further examined the influence of gender and the interaction effect between instructional strategies and gender on students’ engagement. A quasi experimental design involving 243 senior secondary school Biology students was adopted, with participants randomly assigned to either AR or VR instructional groups. Student Engagement Questionnaire (SEQ) was used to collect data on behavioral, emotional, and cognitive engagement. The reliability of the instrument was established using Cronbach Alpha method, and reliability coefficient of .93 was obtained. Mean and standard deviation was used to answer all the research questions while Analysis of Covariance (ANCOVA) was used to test the formulated hypotheses at 0.05 level of significance. The findings revealed no significant difference in the mean engagement scores of students taught Biology using augmented reality (AR) and those taught with virtual reality (VR) technologies; no significant influence of gender on senior secondary school students’ engagement in Biology, and the interaction effect of instructional strategies and gender on senior secondary school students’ engagement in Biology is not significant. These results suggest that both AR and VR are equally effective in fostering student engagement in Biology, and that engagement levels are consistent across gender. The study recommends the adoption of immersive technologies in science classrooms, teacher training on AR/VR integration, and the design of inclusive, student-centered instructional strategies.

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