Abstract/Summary

The COVID-19 pandemic has propelled the use of technology in education through platforms such as YouTube and immersive technologies such as virtual reality (VR) and augmented reality (AR). Despite their potential to improve equity, access, engagement, and cognitive achievement, rigorous 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 focuses on the lower cognitive levels in Bloom’s taxonomy. With a sample of 139 higher education institution students, participants were randomly assigned to four groups: classroom (control), YouTube, AR, and VR. Two-way ANOVA and post-hoc pairwise comparisons were conducted to evaluate the impact of learning environments and cognitive levels on learning outcomes. Contrary to existing literature, the findings indicated that VR did not surpass conventional classroom learning. This finding suggests the need to develop pedagogies that are appropriate for virtual scenarios. Additionally, no significant differences were observed between YouTube and VR. Within the three cognitive levels of learning, learning in AR had the highest impact at the cognitive level of understanding compared to other learning environments.