Virtual Reality as a Pedagogical Tool
Motivation and Perception in Teacher Training for Social Sciences and History in Primary Education
Bibliographic Data
| ID | 22045445 |
|---|---|
| Authors | Rafael Villena-Taranilla (0000-0002-7665-775X, Universidad Internacional De La Rioja, corresponding author), Pascual D Diago (0000-0002-0900-8098, Universitat de València), Juan Carlos Colomer Rubio (0000-0002-4677-201X, Universitat de València) |
| Year | 2025 |
| Volume | 15 |
| Issue | 4 |
| Pages | 493 |
| Publication date | 2025-04-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15040493 |
| OpenAlex | W4409444692 |
| Language | EN |
| References cited | 47 |
This study investigates the motivation of future primary education teachers when using virtual reality (VR) as a pedagogical tool for teaching Social Sciences and History. A total of 73 students participated, engaging with curricular content through an immersive experience designed to strengthen digital and methodological skills. Motivation was measured using a reduced version of the Instructional Material Motivational Survey (IMMS), assessing attention, relevance, confidence, and satisfaction. Additionally, an adaptation of the LOES-S questionnaire was used to analyze the perception of VR as a learning object in initial teacher training. On a Likert scale (1–5), the results showed a high overall motivation level (M=4.56, SD=0.26), with satisfaction (M=4.92, SD=0.20) being the most prominent factor. Relevance, however, received a lower score (M=4.36, SD=0.44), suggesting difficulty connecting immersive content with prior knowledge. In the LOES-S questionnaire, engagement (M=4.88, SD=0.27) was the highest-rated construct, indicating strong emotional and motivational involvement. No significant gender differences were found, emphasizing the inclusive nature of VR. This study highlights the potential of VR to enhance teacher training, motivation, digital competencies, and innovative methodologies, while underscoring the need for effective pedagogical design to optimize its educational impact
Human–computer interaction · Mathematics education · Pedagogy · Perception · Social studies · Teacher education · Virtual reality · Augmented Reality Applications · Computer Science · Educational Games and Gamification · Psychology · Virtual Reality Applications and Impacts
Motivational Design for Learning and Performance
Motivating Students to Learn
Virtual Reality
An analysis of variance test for normality (complete samples)
Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education
A structural equation modeling investigation of the emotional value of immersive virtual reality in education
A Literature Review on Immersive Virtual Reality in Education
Development and use of the ARCS model of instructional design
Effects of virtual reality on learning outcomes in K-6 education
On a Test of Whether one of Two Random Variables is Stochastically Larger than the Other
What is coefficient alpha? An examination of theory and applications.
Uso de entornos de realidad virtual para la enseñanza de la Historia en educación primaria
The role of desktop virtual reality as an accessible and equitable strategy to improve career opportunities for women in technology
Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality
Effects of an immersive virtual reality‐based classroom on students’ learning performance in science lessons
Immersive virtual reality in K‐12 and higher education
Realidad virtual y motivación en el contexto educativo
| Citation velocity | historical |
|---|---|
| Highly cited | No |