THE IMPACT OF VIRTUAL AND AUGMENTED REALITY ON STUDENTS’ UNDERSTANDING OF COMPLEX BIOPHYSICAL AND BIOCHEMICAL PROCESSES IN SECONDARY EDUCATION

Abstract

This study examined the impact of virtual and augmented reality (VR&AR) based instruction on secondary school students’ understanding, engagement, and motivation in learning complex biophysical and biochemical processes. A quasi-experimental design employing a pretest, posttest control group approach was adopted. The population comprised approximately 1,200 Senior Secondary II students offering Biology and Chemistry in public secondary schools within the Zaria Educational Zone. Using a multistage sampling procedure, 120 students were selected and assigned to experimental (n = 68) and control (n = 52) groups based on comparable school facilities and random assignment of intact classes. The experimental group was taught selected topics photosynthesis, cellular respiration, diffusion, enzyme catalysis, and molecular interactions, using VR & AR simulations, while the control group received instruction through conventional lecture–demonstration methods covering the same content and duration. Data were collected using two validated instruments: the Biophysical and Biochemical Concept Understanding Test (BBCUT), a 30-item multiple-choice test (KR-20 = .86), and the Student Engagement and Motivation Questionnaire (SEMQ), adapted from existing engagement scales (Cronbach’s α = .89). Data collection spanned six weeks, including pretesting, a four-week instructional intervention, and posttesting. Descriptive statistics (mean, standard deviation) and inferential statistics, particularly Analysis of Covariance (ANCOVA), were employed to analyse the data at a 0.05 significance level. Results revealed that students exposed to VR & AR-based instruction achieved significantly higher adjusted posttest mean scores in conceptual understanding F(1,117) = 93.67, p < .001, η² = 0.446) and engagement–motivation F(1,117) = 124.53, p < .001, η² = 0.516) than those taught using traditional methods. The findings indicate that immersive visualisation technologies enhance students’ ability to conceptualise abstract scientific processes and foster greater emotional and behavioural involvement in learning. These outcomes support constructivist and cognitive-affective learning theories, emphasising that meaningful learning occurs through active interaction, sensory engagement, and emotional investment. The study concludes that VR & AR-based instruction, when integrated with structured pedagogical guidance, significantly improves learning effectiveness in complex science topics. It recommends integrating VR & AR into the secondary science curriculum, continuous teacher professional development, and further research on the long-term retention and scalability of immersive learning environments.