Role of Virtual and Augmented Reality Technologies in Shaping Educational Planning and Learning Outcomes in Nigerian Higher Education

Abstract

The integration of Virtual Reality (VR) and Augmented Reality (AR) into education has transformed learning experiences globally, yet their adoption in Nigerian higher education remains limited. This study investigates the usage, impact, and perceived challenges of VR/AR technologies in Nigerian universities. Employing a mixed-method research design, data were collected from 120 participants—including lecturers, ICT personnel, and educational planners—across five federal universities. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative inputs were thematically coded. Findings revealed that students in the experimental group exposed to VR/AR technologies reported significantly higher usage (X̅  = 4.32, SD = 0.44) and improved learning outcomes (X̅  = 4.32, SD = 0.44) compared to the control group using traditional methods (usage: X̅  = 2.10, SD = 0.50; performance: X̅  = 3.01, SD = 0.56). Additionally, users of immersive technologies perceived greater systemic challenges—such as infrastructure deficits, high implementation costs, and limited policy support—than their counterparts. All tested hypotheses indicated statistically significant differences (p < 0.001) between the experimental and control groups across usage, impact, and perception variables. The study concludes that while VR and AR technologies can enhance educational outcomes and modernize teaching methods, widespread adoption is hindered by infrastructural, financial, and institutional barriers. Recommendations include the development of national policies, capacity building for academic staff, industry partnerships, and increased funding for immersive learning technologies. These actions are essential for embedding VR/AR into Nigeria’s educational planning and positioning its institutions for 21st-century academic excellence.