Investigating the effect of integrating virtual reality technology on the learning of art lessons of primary school students

Document Type : Original Article

Authors

1 Master of Educational Technology, Faculty of Humanities, Islamic Azad University, Science and Research Branch, Tehran, Iran

2 Assistant Professor, Department of Educational Sciences, Faculty of Islamic Education, Islamic Azad University, Science and Research Branch, Tehran, Iran

Abstract

This study aimed to investigate the impact of integrating virtual reality technology on the learning of elementary school students in art classes. A quasi-experimental pretest-posttest control group design was employed. The population comprised all sixth-grade female students in District 5 of Tehran, Iran, enrolled in the 2023-2024 academic year. Due to school and educational constraints, a convenience sampling method was used. Accordingly, Motaker Andishmand Elementary School for Girls in District 5 of Tehran was selected, and sixth-grade students were randomly assigned to two groups: experimental (n=14) and control (n=14). A researcher-made painting skill assessment was used to measure students' learning in art. The experimental group received 6 x 50-minute painting lessons using a virtual reality protocol, while the control group received traditional instruction. Post-tests were administered to both groups after the intervention. To analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics (covariance analysis) were employed. The findings revealed that integrating virtual reality technology significantly improved elementary students' art learning. Therefore, it can be concluded that virtual reality can be used as an effective instructional tool in the field of art. Based on the results of this study, it can be inferred that using virtual reality in art education enhances students' understanding of artistic concepts and ultimately improves their learning outcomes.

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