Comparative Effects of Virtual Reality and Traditional Video-Based Learning on Immediate Achievement and Concept Retention in Senior Secondary School Physics in Rivers State, Nigeria

Abstract

This study compared VR-based and video-based learning in relation to students' immediate achievement and four-week delayed concept retention in Senior Secondary School Physics, focusing on electromagnetic-field concepts. A quasi-experimental pre-test/post-test non-equivalent group design was adopted. The participants were 80 Senior Secondary 2 Physics students from two purposively selected secondary schools in Rivers State, Nigeria. Four intact classes were allocated to either a VR-based learning condition or a video-based learning condition. Both groups studied equivalent content for four weeks. Data were collected using a 40-item Physics Concept Retention Test administered as a pre-test, immediate post-test and four-week delayed post-test. The data were analysed using descriptive statistics and Analysis of Covariance, with pre-test scores serving as the covariate. Students in the VR-based learning group obtained higher mean scores than those in the video-based learning group on both the immediate and delayed post-tests. The instructional method-by-gender interaction on delayed concept-retention scores was not statistically significant. The findings provide preliminary evidence that interactive three-dimensional learning may support the study of abstract and spatially demanding Physics concepts. However, the use of purposively selected schools and intact classes limits causal and generalisable conclusions. Further research involving larger samples, more schools, monitored exposure and longer follow-up periods is recommended.