Perceived Impact and Effectiveness of VR and AR in Higher Education: Evidence from a South African University of Technology
Keywords:
Virtual Reality; Augmented Reality; Technology Adoption; Higher Education; University of TechnologyAbstract
Virtual Reality (VR) and Augmented Reality (AR) are reshaping higher education by enhancing engagement, knowledge retention, and experiential learning. Nevertheless, most adoption studies reflect global perspectives, focusing little on African contexts. This study fills that gap by offering localized insights into VR/AR adoption at a South African University of Technology, a setting that is mostly absent from existing research. A mixed-methods approach was employed, involving 60 students who completed structured questionnaires with closed- and open-ended items. The quantitative analysis included descriptive statistics, reliability and validity testing, while the qualitative responses were thematically analyzed to discover contextual barriers and enablers. Findings reveal strong confidence: 85% expressed confidence in their ability to learn to operate VR/AR and agreed that its use could improve overall university efficiency. However, high costs, infrastructural deficits, and limited faculty readiness constrain wider adoption. Unlike global trends, socio-economic and institutional realities strongly shape adoption in South Africa. The study contributes uniquely to African higher education literature by contextualising global adoption models within South African realities and proposing practical strategies such as mobile-based AR labs, targeted faculty training, and supportive policy frameworks, for advancing immersive learning in resource-constrained environments.
https://doi.org/10.26803/ijlter.24.11.13
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