Comparative evaluation of learning technologies using a randomized controlled trial: Virtual reality, augmented reality, online video platforms, and traditional classroom learning

Abstract

Abstract The COVID-19 pandemic has propelled the use of technology in education through platforms such as YouTube and immersive technologies (e.g., virtual reality (VR) and augmented reality (AR)). Despite their potential to improve equity, access, engagement, and cognitive achievement, studies comparing their impacts on learning outcomes are scarce. This study investigated the effects of educational technologies such as YouTube, AR, and VR on student learning outcomes compared to conventional classroom learning. It specifically focused on the lower cognitive levels in Bloom’s taxonomy, namely knowledge, understanding, and application. A sample of 139 higher education institution students was randomly assigned to one of four groups: classroom (control), YouTube, AR, and VR. Results from a two-way ANOVA and post-hoc pairwise comparison revealed that contrary to the existing literature, VR did not significantly outperform other learning environments. In addition, no significant differences were observed between YouTube and VR. Among the three cognitive levels of learning, learning in AR had the highest impact on the cognitive level of understanding compared to other learning environments. These findings imply that AR can serve as a mobile-friendly supplement to traditional methods, whereas VR might require further pedagogical enhancement to realize its full potential in learning. Future research should examine how familiarity with these technologies’ influences both immediate and long-term learning outcomes.Abstract The COVID-19 pandemic has propelled the use of technology in education through platforms such as YouTube and immersive technologies (e.g., virtual reality (VR) and augmented reality (AR)). Despite their potential to improve equity, access, engagement, and cognitive achievement, studies comparing their impacts on learning outcomes are scarce. This study investigated the effects of educational technologies such as YouTube, AR, and VR on student learning outcomes compared to conventional classroom learning. It specifically focused on the lower cognitive levels in Bloom’s taxonomy, namely knowledge, understanding, and application. A sample of 139 higher education institution students was randomly assigned to one of four groups: classroom (control), YouTube, AR, and VR. Results from a two-way ANOVA and post-hoc pairwise comparison revealed that contrary to the existing literature, VR did not significantly outperform other learning environments. In addition, no significant differences were observed between YouTube and VR. Among the three cognitive levels of learning, learning in AR had the highest impact on the cognitive level of understanding compared to other learning environments. These findings imply that AR can serve as a mobile-friendly supplement to traditional methods, whereas VR might require further pedagogical enhancement to realize its full potential in learning. Future research should examine how familiarity with these technologies’ influences both immediate and long-term learning outcomes