Augmented and virtual reality as learning environments in secondary physics education: effects on students’ engagement, motivation, and conceptual understanding

Abstract The integration of augmented reality (AR) and virtual reality (VR) in science education has been widely discussed; however, empirical evidence from authentic classroom contexts remains limited, particularly in lower secondary physics education. This study investigates the role of AR/VR as learning environments that support students’ engagement, motivation, and conceptual understanding in physics. A quasi-experimental design was employed with 135 eighth-grade students from two lower secondary schools, comparing an AR/VR-supported instructional approach with traditional teaching methods. Data were collected through physics achievement tests, student motivation and engagement questionnaires, classroom observations, and semi-structured interviews with physics teachers. The findings indicate that students exposed to AR/VR-supported instruction demonstrated higher levels of engagement and motivation, as well as improved conceptual understanding, compared to their peers in traditional classrooms, although some differences did not reach statistical significance. The results suggest that AR/VR can function as pedagogically meaningful learning environments in physics education when purposefully integrated into classroom instruction. Implications for science teaching practice and future research are discussed.