The Impact of Integrating VR into Learning on Fifth-Grade Elementary Students' Learning Effectiveness

This study aimed to explore the impact of integrating virtual reality (VR) with different teaching strategies on 5th-grade students' learning effectiveness. Additionally, the correlation between learning interest and learning concentration in the learning context of VR being integrated were analyzed. A pre-and-post-test quasi-experiment was conducted for seven weeks, with two fifth-grade classes in southern Taiwan, one assigned to Problem-Based Learning (<tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$n=21$</tex>) and the other to traditional teaching (<tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$n=20$</tex>). The results showed that VR-integrated teaching using problem-based learning (PBL) strategies was more effective in improving students' learning effectiveness than traditional teaching. Furthermore, the interest of high-achieving students in the PBL group increased after the experiment. Lastly, the variables of immersion, behavioral concentration, cognitive concentration, and emotional concentration were all significantly correlated with the variable of learning interest.