African Urban Sociology (Planning/Social) | 25 June 2003
Virtual Reality in Education: An Assessment of Primary School Students' Learning Metrics Through Access Platforms in South Africa
N, o, l, u, z, i, s, o, M, o, t, s, h, e, g, a
Abstract
Virtual reality (VR) has emerged as a transformative educational tool in contemporary learning environments. In South Africa, where access to quality education remains unevenly distributed, VR platforms are increasingly being utilised to enhance primary school students' learning experiences. The study employed a qualitative research approach with focus group discussions and interviews conducted among primary school students and their teachers. Data analysis focused on thematic content to explore patterns and insights related to learning metrics through VR access. Findings indicate that the proportion of students who reported enhanced problem-solving skills was significantly higher when using VR platforms compared to traditional teaching methods, suggesting a positive correlation between VR use and educational outcomes. The study concludes that while VR offers promising potential for improving learning metrics among primary school students in South Africa, specific access disparities and teacher training requirements need further investigation. Recommendations include increasing VR platform availability in schools, enhancing teacher training on VR integration, and conducting longitudinal studies to monitor long-term educational impacts. Virtual Reality, Primary School Education, Learning Metrics, Access Platforms, South Africa