Abstract
This study investigates the effect of virtual and augmented reality (VR/AR) on experiential learning, focusing on senior secondary school students' achievement and interest in geometry. With the increasing integration of technology in education, VR and AR provide immersive, interactive platforms that can enhance learning by making abstract geometric concepts more tangible and engaging. The research adopts a quasi-experimental design involving two groups: one exposed to VR/AR-enhanced experiential learning and the other taught using traditional instructional methods. A sample of 120 senior secondary school students was selected using a stratified random sampling technique. Data were collected through a Geometry Achievement Test (GAT) and an Interest in Geometry Scale (IGS), both validated with reliability coefficients of 0.85 and 0.82, respectively. The results reveal a significant improvement in the achievement and interest levels of students taught using VR/AR tools compared to those exposed to conventional methods. The study concludes that VR/AR technologies offer promising potential for fostering deeper conceptual understanding and sustained interest in geometry. Recommendations are made for educators to adopt VR/AR in teaching geometry and for policymakers to invest in the necessary infrastructure to facilitate technology-driven learning in schools.