PRIMARY SCHOOL STUDENTS’ PERCEPTIONS OF IMMERSIVE VIRTUAL REALITY -BASED SCIENCE LEARNING TO ENHANCE AFFECTIVE LEARNING OUTCOMES

Abstract

Immersive Virtual Reality (IVR) is becoming a key tool in elementary science education, especially in enhancing students' emotional engagement, virtual presence and classroom interaction. In this study, we explored students' authentic learning experiences in an IVR science classroom through focus group interviews. We analyzed the effects of immersion, interactivity, and task difficulty on motivation and affective learning outcomes. The findings reveal that although IVR provides a highly immersive learning environment, its operational complexity and technological distractions may also negatively affect students' emotions, thereby interfering with their learning engagement. Therefore, the study suggests that future IVR courses should balance immersion and operability to ensure that students maximize the benefits of the experience and learning outcomes. Finally, this paper also suggests improvements in the practical application of VR teaching. It suggests that in the future, combining physiological indicators with long-term tracking studies can expand the boundaries of IVR applications in basic education.