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Division of Electronics and Communication Engineering, Karunya Institute of Technology and Sciences (Deemed to be University), , Coimbatore, Tamil Nadu , India
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Division of Electronics and Communication Engineering, SRM TRP Engineering college , Trichy, Tamil Nadu , India
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Department of Electronics and Communication Engineering, Sri Krishna College of Engineering and Technology , Coimbatore, Tamil Nadu , India
Department of Computer Science, Dr. N.G.P. Arts and Science College , Coimbatore, Tamil Nadu , India
The rapid advancement of immersive technologies has opened new possibilities for enhancing physics education through virtual learning environments. This study presents the design, implementation, and evaluation of an AR/VR-based Simple Pendulum virtual laboratory developed using the Unity platform to support Outcome-Based Education (OBE) under the NEP 2020 framework. The experimental dataset comprised interaction and assessment data from 100 undergraduate students representing diverse academic backgrounds. The effectiveness of learning was measured through pre- and post-test assessments, as well as the analysis of Program Outcome (PO) achievement in cognitive, psychomotor, and affective areas. The findings show a marked positive impact on learning outcomes of students through VR intervention, where the percentage of conceptual understanding, skill development, and engagement and motivation improved from 62% to 80% (+18%), 55% to 78% (+23%), and 58% to 82% (+24%), respectively. The scores of PO achievement also showed a marked improvement, where PO1 (Conceptual Knowledge) improved from 2.2 to 2.8, PO2 (Skill Application) achieved the highest score of 3.0, and PO3 (Innovation and Problem Solving) showed an improvement of 0.7 points on a 3-point scale. The virtual pendulum experiment resulted in an average value of gravitational acceleration of 9.85 m/s², which is in close agreement with the standard value, thus confirming the instructional correctness of the simulation. The results clearly show that AR/VR-based virtual laboratories have a significant positive impact on learning effectiveness, digital literacy, and outcome achievement, thus justifying their adoption in modern physics education.
This is an open access article distributed under the Creative Commons Attribution Non-Commercial License (CC BY-NC) License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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