Engaging Young Learners in STEM through Virtual Reality and Hands-on Activities: A Case Study in Primary Classrooms

Abstract

This study explores how immersive, inquiry-based STEM education, supported by virtual reality (VR), can enhance primary students’ learning experiences, behaviors, and interdisciplinary understanding. Thirty-six students (Grades 1–5) participated in 31 curriculum-aligned STEM activities designed around real-world problems, integrating science, technology, engineering, and mathematics through hands-on and VR-enhanced tasks. Using a qualitative case study design, data were collected through classroom observations, student work samples, interviews, and reflective feedback. The findings reveal strong student engagement, a deepening understanding of STEM integration, and the emergence of an eight-step learning cycle characterized by iterative problem-solving and collaboration. This study makes a theoretical contribution to inquiry-based and self-regulated learning models, providing practical guidance for educators and policymakers seeking to implement scalable, immersive STEM learning environments. Future directions highlight the potential of personalized learning systems to support adaptive and reflective STEM engagement.