The Influence of Virtual Reality on Learning Motivation and Academic Performance of Young Girls

Abstract

This study investigates the influence of Virtual Reality (VR) on learning motivation and academic performance among young girls. VR's immersive and interactive nature has the potential to create engaging educational environments, overcoming traditional barriers and addressing gender stereotypes. This study employs a quantitative approach, using a survey of 500 respondents, guided by Social Cognitive Theory, to explore the impact of VR on motivation, academic outcomes, and self-confidence. Findings reveal that VR significantly increases motivation (t = 2.138, p = 0.033), but shows mixed results for academic performance and problem-solving skills compared to traditional methods (academic performance: t = –19.933, p = 0.000; problem-solving: t = –4.751, p = 0.000). Despite VR's promising potential for engagement, it has yet to demonstrate significant improvements in academic performance. Future research should focus on optimizing virtual reality (VR) integration and exploring how it can complement traditional learning strategies to enhance educational outcomes.