Virtual and Augmented Realities in Learning Spaces as Determinants of Students’ Engagement in Test Development
Virtual and augmented realities are two of many technological advances in learning spaces. The present study sought to determine the contribution of the integration of virtual and augmented realities in learning spaces to students’ engagement in test engagement. The correlational study sampled 269 final year Faculty of Education students from the University of Nigeria, Nsukka using multi-stage sampling. Pearson Product Moment Correlation, Coefficient of Determination and Regression Analysis were used to address the four research questions and hypothesis which guided the study. The findings of the study revealed that a significantly strong positive relationship exists independently between virtual and augmented realities with students’ engagement in test development and contributes 75.69% and 53.58% respectively to students’ engagement in test development. The joint integration of virtual and augmented realities in learning spaces highly relates positively to students’ engagement in test development, contributing 87.24% to students’ engagement in test development. The study concluded that integrating virtual and augmented realities into learning spaces enhances students’ engagement and fosters better learning experiences which may impact positively on students’ academic achievements in test development, reducing cases of school dropouts. Recommendations were made in line with the study’s findings.
Keywords: Virtual and augmented realities, Test Development, Immersive and interactive learnings
J. J. Agah1, A. D. Nnaji ,S. U. Nwani
Virtual and Augmented Realities in Learning Spaces as Determinants of Students’ Engagement in Test Development
Virtual and augmented realities are two of many technological advances in learning spaces. The present study sought to determine the contribution of the integration of virtual and augmented realities in learning spaces to students’ engagement in test engagement. The correlational study sampled 269 final year Faculty of Education students from the University of Nigeria, Nsukka using multi-stage sampling. Pearson Product Moment Correlation, Coefficient of Determination and Regression Analysis were used to address the four research questions and hypothesis which guided the study. The findings of the study revealed that a significantly strong positive relationship exists independently between virtual and augmented realities with students’ engagement in test development and contributes 75.69% and 53.58% respectively to students’ engagement in test development. The joint integration of virtual and augmented realities in learning spaces highly relates positively to students’ engagement in test development, contributing 87.24% to students’ engagement in test development. The study concluded that integrating virtual and augmented realities into learning spaces enhances students’ engagement and fosters better learning experiences which may impact positively on students’ academic achievements in test development, reducing cases of school dropouts. Recommendations were made in line with the study’s findings. Keywords: Virtual and augmented realities, Test Development, Immersive and interactive learnings