The Effect of Curriculum based on Virtual Reality on Primary School Students' Problem Solving Perception and Academic Achievement

The aim of this study was to determine the effect of virtual reality-based curriculum on problem-solving perceptions and academic achievement of sixth grade elementary students in science. The method of the present study was quasi-experimental and the pretest-posttest research design was with a control group. The statistical population included all sixth grade elementary school students in Tabriz and the statistical sample, due to its semi-experimental nature, included 30 people (15 in the experimental group and 15 in the control group). The experimental group consisted of students who were exposed to education based on a virtual reality-based curriculum model, and the control group consisted of students who were exposed to conventional school education. Hepner and Patterson (1982) problem-solving perception questionnaire and teacher-made academic achievement test were used to collect information. The research data were analyzed using multivariate and univariate Analysis of Variance. Findings showed that virtual reality education has a positive effect on all three components of problem-solving perception (self-confidence, closeness to the problem and personal control) and academic achievement. Therefore, by using virtual reality-based curricula, students' problem-solving perception and academic achievement can be increased.