Enhancing project-based chemistry learning in rural schools through virtual and augmented reality: evidence from Kazakhstan

Background Inadequate access to laboratory resources in remote secondary schools hinders efficient chemistry learning, highlighting the prospects of virtual and augmented reality (VR/AR) technologies to enhance project-oriented learning.Purpose This study investigates the effectiveness of integrating virtual and augmented reality (VR/AR) technologies into project-based chemistry learning in rural secondary schools with limited laboratory resources.Sample A quasi-experimental design with supplementary survey data was employed, comprising 64 upper-secondary students (32 in the control group and 32 in the experimental group) who participated in the intervention.Design and methods The experimental group engaged in VR/AR-supported environmental chemistry projects, whereas the control group received conventional instruction. Academic achievement, learning motivation, and perceived understanding were evaluated utilizing achievement tests and Likert-type scales. At the same time, supplementary descriptive survey items were used to contextualize students’ experiences of chemistry instruction and VR/AR-supported learning.Results The results indicated that students in the experimental group demonstrated substantially greater improvement in achievement (mean gain = 19) than the control group (mean gain = 3), with a large standardized post-test difference between groups (Cohen’s d = 0.89). Also, students in the experimental group exhibited increases in motivation and perceived understanding after the VR/AR-supported intervention. A strong positive relationship was observed between learning motivation and perceived understanding (r = 0.68, p < .001).Conclusion The findings suggest that VR/AR-supported project-based learning may be a promising pedagogical approach for enhancing chemistry education in resource-constrained rural contexts. This study contributes to the literature by providing empirical evidence for the use of immersive technologies as a compensatory supplement to traditional laboratory instruction, particularly in settings with limited access to physical resources.