The Role of Augmented Reality (AR) and Virtual Reality (VR) in Enhancing Conceptual Understanding and Student Engagement in Chemistry Education: A Literature Review
DOI:
10.29303/jppipa.v12i10.15948Published:
2026-10-02Downloads
Abstract
This study reviews the effectiveness of Augmented Reality (AR) and Virtual Reality (VR) in chemistry education, with a focus on conceptual understanding and student engagement. The study used a literature review approach. Data were collected by reviewing articles on Augmented Reality (AR) and Virtual reality (VR). The literatures used in this study is based on secondary data, specifically research articles from scientific journals and conference proceedings. The selected articles were limited to those published between 2025 and 2026. A total of 12 national and international journal articles were analyzed, gathered using the Publish or Perish 8 application and sourced through Google Scholar. The analysis indicates that Augmented Reality (AR) and Virtual Reality (VR) offer strong potential to improve both understanding and engagement in chemistry learning. The findings reveal that AR and VR significantly enhance students’ understanding of abstract chemistry concepts by providing interactive three-dimensional visualizations of atomic structures, molecular geometry, and chemical processes. These technologies enable students to explore complex phenomena more effectively than conventional methods, resulting in improved learning outcomes and a reduction in misconceptions.
Keywords:
Augmented Reality (AR) Chemistry education Virtual Reality (VR)References
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