VIRTUAL REALITY AND AUGMENTED REALITY APPLICATIONS IN COMPUTER SCIENCE EDUCATION: A CROSS-DISCIPLINARY MODEL FOR TEACHING MATHEMATICS

Abstract

The integration of virtual reality (VR) and augmented reality (AR) technologies has revolutionized pedagogical practices by providing immersive, interactive learning environments that address longstanding challenges in abstract concept comprehension. This article presents the development, implementation, and evaluation of a cross-disciplinary model that embeds VR and AR applications within computer science education to enhance mathematics instruction. Conducted in two public universities in Lagos State, Nigeria, the study involved 80 second-year undergraduate computer science students and 8 lecturers. A mixed-methods approach was employed, incorporating pre- and post-intervention assessments of mathematical proficiency and computer science skills, classroom observations, focus group discussions, and semi-structured interviews. Results demonstrated statistically significant improvements in students’ conceptual understanding, engagement, and interdisciplinary competence. The validated model, termed the VR-AR Math-CS Integration Framework, offers practical lesson plans and tools that bridge theoretical mathematics with applied computer science domains such as algorithms, data structures, and visualization. Lecturers reported enhanced pedagogical efficacy, while qualitative data highlighted increased student motivation and reduced abstraction barriers. Findings contribute to technology-enhanced education in resource-constrained contexts and provide actionable recommendations for scaling immersive technologies in Nigerian higher education. Implications for policy and future research are discussed.