Virtual and augmented reality as tools for improving students' performance in STEM fields

Background Advancements in science and technology are continuously transforming education by integrating innovative instructional methods. Over the past two decades, Virtual Reality (VR) and Augmented Reality (AR) have emerged as powerful tools, offering immersive and interactive learning experiences that enhance conceptual understanding. These technologies bridge the gap between abstract theories and practical applications by simulating experimental environments in VR or embedding virtual objects into real-world classroom settings through AR. This study investigates the integration of VR and AR in STEM Education by comparing an experimental group using these immersive tools with a control group following conventional instruction. Methodology he study adopted a quasi-experimental design involving a total of 58 students. Data is collected using pre- and post-tests along with a Technology Acceptance Model (TAM) questionnaire to examine students' perceptions of VR and AR technologies. Prior to inferential analysis, data distribution was examined and found to be approximately normal, allowing the use of independent-samples t -tests and Pearson correlation analysis. Results The experimental group demonstrated a statistically significant improvement in post-test scores compared to the control group, indicating the effectiveness of VR and AR in enhancing student learning outcomes. The TAM analysis revealed a high Behavioral Intention to use VR and AR (mean = 4.40), with moderately high Perceived Usefulness (mean = 3.97) and comparatively lower Perceived Ease of Use (mean = 3.71). A strong, statistically significant positive correlation was found between Perceived Usefulness and Behavioral Intention (r = 0.618, p < 0.001), highlighting perceived usefulness as a key factor influencing students willingness to adopt immersive technologies in education. Conclusion The study confirms that the integration of VR and AR in STEM Education can significantly enhance student learning outcomes. Furthermore, while students demonstrate a strong intention to adopt these technologies, the lower ratings for ease of use highlight the need for further refinement in user interface design and instructional support.