Enhancing Motivation and Learning in Primary School History Classrooms: The Impact of Virtual Reality

Conventional classroom instruction often struggles to effectively convey cultural heritage due to constraints in spatial and temporal dimensions, limiting students' ability to fully engage with and appreciate historical content. In contrast, virtual reality (VR) technology offers a human-centered, immersive way to present cultural heritage, creating a dynamic digital experience particularly beneficial when physical access to heritage sites is unavailable. This study investigates whether VR-based learning can enhance students' performance in cultural education compared to traditional teaching methods. A sample of 228 primary school students from Grades 5 and 6 was randomly assigned to one of two groups: a high-visual engagement group (VR with 360° video) or a low-visual engagement group (static video and textbook). The findings revealed that students in the high-visual engagement group achieved higher levels of intrinsic motivation and demonstrated greater learning improvements than their counterparts in the low-visual engagement group. Furthermore, the study identified negative user experiences as a significant factor moderating the connection between intrinsic motivation and learning outcomes. These results highlight the value of integrating VR into conventional teaching practices, showcasing its potential to enhance student engagement and improve educational outcomes in history and cultural studies.