What does this research mean for the field?

Mobile-based AR applications are the most widely adopted immersive technologies in secondary education due to their accessibility, affordability, and compatibility with existing devices, whereas specialized VR hardware sees comparatively moderate usage. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

This study aims to investigate the usage patterns of AR and VR tools among secondary school students.

March 18, 2026Open Access

Accessibility and Adoption Patterns of AR/VR Tools in Secondary History Education: A Multiple-Response Analysis

Key Points

This study aims to investigate the usage patterns of AR and VR tools among secondary school students.
Utilized a multiple-response framework to analyze tool usage
Collected data on various AR/VR applications and devices
Evaluated factors influencing accessibility and adoption rates
AR Mobile Applications are the most widely used at 72%
Google Expeditions follow with a 65% usage rate
VR Educational Platforms are adopted by 54% of students
Oculus Devices are used by 49% of students
Accessibility and affordability are critical factors for adoption

Abstract

HRMARS - The integration of Augmented Reality (AR) and Virtual Reality (VR) technologies into secondary education has transformed classroom engagement and experiential learning. This study examines the patterns of AR/VR tool usage among secondary school students using a multiple-response framework. The data reveal that AR Mobile Applications (72%) are the most widely used tools, followed by Google Expeditions (65%), VR Educational Platforms (54%), Oculus Devices (49%), and Merge Cube (37%). The findings suggest that accessibility, affordability, and ease of implementation significantly influence adoption rates. Mobile-based AR tools dominate due to their compatibility with existing devices, whereas specialized VR hardware shows comparatively moderate usage. The study contributes to understanding technological accessibility and its pedagogical implications in immersive learning environments. It highlights the need for strategic infrastructure planning and teacher training to maximize the potential of immersive technologies in education.

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