Research Article

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

Muhammad Hayatu YUSUF1*, Sani Abdulaziz ZAREWA,1, Sumayya UMAR1, Auwal YAHAYA1
1 Department of Science Education, Ahmadu Bello University, Zaria, Nigeria
* Corresponding author: hyusuf657@gmail.com
Published: Oct, 2025
Pages: 41-50
Views: 12
Downloads: 5

Abstract

This study examined the impact of virtual and augmented reality (VR&AR) based instruction on secondaryschool students’ understanding, engagement, and motivation in learning complex biophysical and biochemicalprocesses. A quasi-experimental design employing a pretest, posttest control group approach was adopted. Thepopulation comprised approximately 1,200 Senior Secondary II students offering Biology and Chemistry inpublic secondary schools within the Zaria Educational Zone. Using a multistage sampling procedure, 120students were selected and assigned to experimental (n = 68) and control (n = 52) groups based on comparableschool facilities and random assignment of intact classes. The experimental group was taught selected topicsphotosynthesis, cellular respiration, diffusion, enzyme catalysis, and molecular interactions, using VR & ARsimulations, while the control group received instruction through conventional lecture–demonstration methodscovering the same content and duration. Data were collected using two validated instruments: the Biophysicaland Biochemical Concept Understanding Test (BBCUT), a 30-item multiple-choice test (KR-20 = .86), and theStudent Engagement and Motivation Questionnaire (SEMQ), adapted from existing engagement scales(Cronbach’s α = .89). Data collection spanned six weeks, including pretesting, a four-week instructionalintervention, 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 adjustedposttest 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 findingsindicate that immersive visualisation technologies enhance students’ ability to conceptualise abstract scientificprocesses and foster greater emotional and behavioural involvement in learning. These outcomes supportconstructivist and cognitive-affective learning theories, emphasising that meaningful learning occurs throughactive interaction, sensory engagement, and emotional investment. The study concludes that VR & AR-basedinstruction, when integrated with structured pedagogical guidance, significantly improves learning effectivenessin 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 ofimmersive learning environments.

Keywords

virtual reality augmented reality biophysical processes biochemical processes engagement motivation secondary science education immersive learning

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How to Cite

YUSUF, M. H., ZAREWA,, S. A., UMAR, S., & YAHAYA, A. (2025). THE IMPACT OF VIRTUAL AND AUGMENTED REALITY ON STUDENTS’ UNDERSTANDING OF COMPLEX BIOPHYSICAL AND BIOCHEMICAL PROCESSES IN SECONDARY EDUCATION. Journal of Educational Research and Development, 20(1), 41-50.

M. H. YUSUF, S. A. ZAREWA,, S. UMAR, and A. YAHAYA, "THE IMPACT OF VIRTUAL AND AUGMENTED REALITY ON STUDENTS’ UNDERSTANDING OF COMPLEX BIOPHYSICAL AND BIOCHEMICAL PROCESSES IN SECONDARY EDUCATION," Journal of Educational Research and Development, vol. 20, no. 1, pp. 41-50, October 2025.

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