A comparative evaluation of augmented reality and virtual reality on chemistry experiment learning in higher level education

In the constantly evolving landscape of higher education, integrating cutting-edge technologies has become crucial for enhancing learning experiences. As advancements in Augmented Reality (AR) and Virtual Reality (VR) continue to redefine educational paradigms, it is essential to understand their unique contributions to Chemistry education. The objective of this study is to assess the impact of AR and VR technology on knowledge acquisition, performance, user acceptance, and motivation. This was achieved through a comparative analysis of AR and VR mobile applications in a learning environment for chemistry experiments. The evaluation involved three main phases: pre-test, post-test and exchange phase. A total of 32 participants were recruited for the between-subject evaluation. Each group completed demographic forms and knowledge tests to ensure balanced representation. Afterwards, the participants were required to complete the knowledge test and questionnaire in the post-test. While in the exchange phase, it was held to acquire participants’ preferences on the best application to conduct chemistry experiments. The results reveal significant findings for both groups, indicating that AR and VR applications offer enhanced learning experiences. The results showed significant improvements in knowledge acquisition for both AR and VR groups, with both AR and VR groups demonstrating a substantial increase in knowledge scores in the post-test phase. Notably, the AR score was 44% better than the VR group in the post-test phase. In addition, the participants expressed significantly greater satisfaction with AR than with VR, implying a higher level of comfort and contentment with AR technology for conducting chemistry experiments.