UNLOCKING MINDS IN 3D: HOW VIRTUAL REALITY TRANSFORMS LEARNING FOR ELEMENTARY SCHOOL STUDENTS

Abstract

This study investigates the impact of VR-based instruction on learning outcomes in Islamabad, Pakistan's elementary education sector. Using a quasi-experimental design, data was collected from 500 students across ten elementary schools, including demographic information, standardized tests, surveys, and performance tasks. Statistical analyses, including descriptive statistics, chi-square tests, t-tests, ANOVA, and regression coefficient analysis, were conducted to assess VR-based instruction effectiveness. Findings suggest VR engages younger students effectively, especially those with lower academic performance and limited technology exposure. Significant effects were observed on spatial learning, cognitive development, and engagement. Despite slightly lower mean scores, VR instruction offers significant benefits, underscoring its potential for integration into elementary education. The study concludes that VR technology has transformative potential, enhancing spatial learning, cognitive development, and engagement. Policy implications include investing in VR infrastructure and teacher training to foster inclusive and innovative educational practices. Future research should address limitations and explore long-term effects to maximize VR-based instruction effectiveness and ensure equitable educational opportunities.