Virtual reality technology for elementary school students: a study of effectiveness in learning

Abstract

The problem and the aim of the study. The effectiveness of learning in elementary schools is still a major problem for teachers and students in learning activities. This is evidenced by the low interest in student learning which has an impact on students' lack of understanding of learning material. Teachers still find it difficult to find learning variations that can generate interest and experience student activities in learning. The authors propose virtual reality (VR) technology as a solution to increase student interest and learning experience in the hope that it can have a positive effect on student learning effectiveness. Research methods. This research was conducted using a quantitative approach with a One Group Pretest-Post-test design. The sample used in this study was elementary school students at the fifth-grade level. The sample selection was carried out using simple random sampling from a number of fifth grade students who were the research subjects. The specificity of the material that becomes the content in this VR is the subject of «Social Sciences» in elementary schools. The data collection techniques are used using test techniques. The data collection instrument used was a multiple-choice objective test with four answer choices. The data collected through the test instrument was then analysed using a quantitative approach in the form of descriptive statistical analysis and hypothesis testing with the Wilcoxon test. Results. These results indicate that there were no cases (zero cases) that had a negative rank. This means that in this study there were no cases of decreased learning outcomes after implementing VR in learning. Furthermore, it was found that there were 29 cases that had positive ranks. This means that there are 29 subjects who experience an increase in learning outcomes after learning with VR. In addition, two cases of ties were found. This means that there are two subjects who experience fixed learning outcomes (neither increasing nor decreasing) after being given learning with VR. In terms of answering the hypothesis, sig information is used. Based on the results of the analysis obtained sig < 0.001. In conclusion, the findings of this study have proven that there is a significant positive effect of virtual reality technology integration in learning activities. This is evidenced by the significant increase in student learning outcomes. In addition, the test results also proved that there was a significant difference between the two experimental groups. Through the help of VR technology which is strictly controlled by the teacher, students' attention to subject matter can be increased. This also affects students' interest and motivation to be active in learning activities so that all of these triggers have a direct impact on achieving maximum student learning outcomes in learning activities.