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This study discussed the recent application of Virtual Reality Technology (VRT) in an educational setting and self-face learning of chemistry in specific considering the need for an effective strategy in learning chemical concepts among the pre-service chemistry teachers in Nigeria. It highlighted some benefits of VRT to pre-service chemistry teachers who are faced with difficulty in content knowledge of teaching abstract chemistry concepts such organic structure, molecular structure, chemical reactions and stoichiometry through scrutinizing existing literature on VRT in chemistry. The paper further presented some empirical studies on VTR in resolving misconceptions among pre-service chemistry teachers in Nigeria. Some of the VRT benefits highlighted include; interactivity, immersability, and visualizability which are expected to enable the pre-service chemistry teacher to fully understand concepts better for effective and efficient chemistry instructional delivery after their graduation.

Engineering and technology are crucial domains both in colleges and in the industries as they play a vital role in the nations’ economy and serve as the medium for the nations’ active participation in the global competitiveness aiming at attaining industrial revolution 4.0 goals. These goals are only realized when graduates, particularly engineers and technologist are equipped with reasoning skills. In view of this, the paper highlighted the connections between reasoning skills in technology and engineering through game-based learning. The paper utilized systematic review format and synthesized the existing literature through search strategy, inclusion and exclusion criteria, framework analysis and quality assessment. It further analyzed and discussed types of games in learning with relevant descriptions and how its integration into teaching and learning technology and engineering courses would enhance reasoning skills among students and promote their problem-solving ability and likewise creativity to innovate new products, machines and services for societal development. The paper suggested for the integrating of suitable games in learning technology and engineering courses.

The present study was carried out to assess the effectiveness of animated instructional media on academic performance and retention of genetic concepts among senior secondary school on biology students in Sokoto State. Adopted through Quasi Experimental design involving pre-test, post-test and post-posttest on two equivalent groups as experimental and control, the population on the study was 10148 SS III Biology students. In this regard, four intact classes were chosen with sample size of 238 SSIII students. Genetic Concept Performance and Retention Test (GCPRT) was the instrument used for data collection. Animated Instruction Media was used as instructional material to teach the experimental group while demonstration method was used to teach the control group. Independent sample t-test was used to test the four (4) hypotheses formulated in the study. The esults obtained in this line of research revealed that there was a significant difference in the academic performance and retention ability between students taught using Animated Instructional Material and those taught using demonstration method. It was therefore recommended for other senior secondary school teachers to harness the considerable benefits of technology, particularly animations, in teaching genetics and other related concepts.Keywords: animated, media, academic performance, retention.

Laboratory activity as an integral part of learning chemistry provides students with a learning experience built up through student's interaction with concrete material is deficient in science secondary school students in Nigeria. This unpleasant situation resulted from the fact that, in many schools, laboratory personnel and facilities are either partially available or not completely available. This paper discussed some of the benefits of a virtual chemistry laboratory and how its three-dimensional interactive nature would be used to overcome these problems in order to enhance students' understanding and achievement in chemistry through the integration of the virtual chemistry laboratories in conducting chemistry practical. The paper further suggested for the integration of virtual chemistry laboratories or even support the real laboratories with virtual ones, particularly in schools that lack equipped chemistry laboratories in Nigeria.