Adopting Immersive Technologies for STEM Education: An Empirical Study of Virtual and Augmented Reality Readiness in Rivers State Universities

Abstract

This study examines the readiness for adopting immersive technologies, specifically Virtual Reality (VR) and Augmented Reality (AR), in STEM education within universities in Rivers State. The rapid advancement of technology offers new tools for teaching complex scientific concepts. However, integrating these tools into educational systems presents significant challenges. This research assesses the current level of infrastructure, faculty preparedness, and student receptiveness. A descriptive survey research design was employed, utilizing a quantitative approach. A sample of 190 respondents was selected from academic staff and students in STEM departments across three universities. Data was collected through a structured questionnaire and analyzed using mean scores and chi-square tests. Findings indicate a moderate level of awareness but significant gaps in practical readiness. Key barriers include inadequate technical infrastructure, high costs, and a lack of trained personnel. The study concludes that while there is interest in immersive technologies, systemic support is lacking. Recommendations include targeted investment in infrastructure, comprehensive training programs, and curriculum redesign. This study is anchored on the Technology Acceptance Model (TAM), which helps explain users' adoption of new technologies based on perceived usefulness and ease of use (Davis, 1989).