Frisca Anghi Nugraini, Muhammad Abduh

Can Virtual Reality (VR) stimulate elementary school students' interest in learning?

Introduction

Can virtual reality (vr) stimulate elementary school students' interest in learning?. Explore how Virtual Reality (VR) impacts elementary students' learning interest. This research finds VR boosts engagement, but highlights challenges in implementation & teacher skills.

Abstract

This research uses a qualitative approach with a case study design. This research aims to: 1) describe the use of Virtual Reality (VR) media as an effort to increase student interest at MIM PK Kertonantan, 2) describe the technical, non-technical and pedagogical obstacles for teachers in utilizing Virtual Reality (VR) learning media at MIM PK Kertonatan. The design of this research is a case study involving 1 teacher and several class VI students at MIM PK Kertonatan who participated in Virtual Reality (VR) based learning. Data was collected through in-depth interviews, direct observation and documentation, with the validity of the data guaranteed through triangulation of sources and techniques. Data analysis was carried out using a thematic approach, which allowed the identification of key themes related to the impact of Virtual Reality (VR). on interest in learning. The research results show that VR is able to create a more immersive and interactive experience. Students show increased enthusiasm and understanding of the material presented through Virtual Reality (VR) media. However, this research also reveals the challenges faced, such as limited technological infrastructure and teachers' lack of technical skills in operating Virtual Reality (VR) devices. This research concludes that although Virtual Reality (VR) has great potential in education, additional efforts are needed in teacher training and infrastructure development to support more effective implementation.

Review

This qualitative case study provides a timely exploration into the potential of Virtual Reality (VR) to enhance learning interest among elementary school students, specifically within the context of MIM PK Kertonantan. The research effectively addresses its primary objectives: to describe VR media's role in boosting student engagement and to delineate the various obstacles (technical, non-technical, pedagogical) faced by teachers in its implementation. The findings suggest that VR can indeed foster a more immersive and interactive learning experience, leading to increased student enthusiasm and understanding. This initial evidence underscores VR's promise as an innovative educational tool, making the study a valuable contribution to the ongoing discourse on technology integration in primary education. Methodologically, the study employs a sound qualitative approach, utilizing a case study design that is appropriate for an in-depth exploration of this complex phenomenon. The researchers' commitment to data validity through triangulation of sources and techniques (in-depth interviews, direct observation, and documentation) is commendable, strengthening the trustworthiness of their findings. The thematic analysis approach employed for data analysis allowed for a nuanced understanding of the impact of VR and the challenges encountered. Identifying specific categories of obstacles—technical, non-technical, and pedagogical—provides a comprehensive framework for understanding the practical hurdles of VR integration in this particular educational setting. While the study offers insightful qualitative data, its primary limitation lies in the single-case design with a restricted sample size (one teacher and "several" Class VI students). This naturally constrains the generalizability of the findings to broader contexts or other elementary school settings. The abstract could also benefit from specifying the exact number of students involved to provide a clearer picture of the study's scope. Despite these limitations, the research effectively highlights critical areas for future development, notably the need for improved technological infrastructure and enhanced teacher training in VR operation. These conclusions are vital for informing educational policy and practice, suggesting that while VR holds immense potential, its successful integration hinges on sustained investment in both technology and human capital.

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