doi: 10.18178/ijiet.2026.16.4.2575
Development and Validation of a Mixed-Reality System to Enhance Student Engagement and Learning in Secondary Chemistry
Albertson D. Amante1,2,*
,
Bryan John A. Magoling3,4 ,
John Paul B. Heje2 ,
Louie L. Villaverde1,5 ,
Matthew L. Mendoza2 ,
Lee Robert P. Velasquez2 ,
Joash Samuel D. David2
- 1Department of Electronics and Communication Engineering, College of Engineering, Batangas State University, The National Engineering University-Alangilan, Alangilan, Batangas, Philippines
- 2STEER Hub, Batangas State University, The National Engineering University-Alangilan, Alangilan, Batangas, Philippines
- 3College of Arts and Sciences, Batangas State University, The National Engineering University-Pablo Borbon, Rizal Avenue Extension, Batangas, Philippines
- 4Material Testing and Calibration Center, STEER Hub, Batangas State University, The National Engineering University-Alangilan, Alangilan, Batangas, Philippines
- 5Manufacturing Research Center, STEER Hub, Batangas State University, The National Engineering University-Alangilan, Alangilan, Batangas, Philippines
- Manuscript receivedAugust 4, 2025
- revisedAugust 15, 2025
- acceptedNovember 19, 2025
- publishedApril 15, 2026
Abstract
This study developed and validated a web-based Mixed Reality (MR) system to enhance chemistry learning in schools with limited laboratory resources. Developed using WebXR and the Three.js JavaScript Library, the system delivers immersive, browser-based simulations of distillation and filtration laboratory experiments compatible with the Meta Quest 3 headset. Grade 10 students and six chemistry teachers from an integrated high school in the Philippines evaluated the system’s usability, engagement, and instructional effectiveness through surveys and pre- and post-test comparisons. Results indicated a significant increase in students’ conceptual understanding, with post-test scores rising from 89.33 to 94.67 (t(44) = 2.737, p = 0.008919). Students reported high engagement (mean = 3.71 for interaction enjoyment; 3.56 for learning excitement), while teachers rated usability and engagement at 3.83 and 4.00, respectively. These outcomes confirm that the Mixed Reality (MR) system fosters active and experiential learning while reducing reliance on physical laboratories, underscoring MR’s potential to make chemistry education more accessible and pedagogically effective in resource-constrained settings.
Keywords
- Mixed Reality (MR)
- chemistry education
- virtual laboratory
- student engagement
- learning outcomes
How to Cite
Albertson D. Amante, Bryan John A. Magoling, John Paul B. Heje, Louie L. Villaverde, Matthew L. Mendoza, Lee Robert P. Velasquez, and Joash Samuel D. David, "Development and Validation of a Mixed-Reality System to Enhance Student Engagement and Learning in Secondary Chemistry," International Journal of Information and Education Technology, vol. 16, no. 4, pp. 1054-1067, 2026. https://doi.org/10.18178/ijiet.2026.16.4.2575
Copyright & License
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).