Purpose This study investigates the integration of immersive virtual reality (VR) into primary education to enhance student learning and engagement. It focuses on theoretical underpinnings, pedagogical methods, and key priorities to guide educators in creating compelling VR learning experiences. Methodology Combining a secondary qualitative data analysis framework with a quantitative summary of thematic prevalence, this study explores how educators approach the design and implementation of VR lessons and how these experiences shape student learning and engagement. The study illustrates a transparent thematic-quantitative reanalysis workflow for open qualitative datasets, balancing interpretive depth with descriptive prevalence. Findings Thematic analysis of interview transcripts from eight teachers revealed a strong alignment with Constructivist and Experiential Learning theories and predominant learner-centered pedagogical approaches. VR was widely perceived to enhance learner engagement and knowledge acquisition, with all participants recognizing its impact on excitement and enjoyment. Contextual learning elicited the highest average number of comments per participant. However, the study also identified universal challenges in VR integration and significant general teaching challenges. Discussion Findings are exploratory and descriptive (secondary analysis; N = 8) and are not intended as inferential generalisations; outcomes reflect teacher-reported perceptions rather than objective measures of student learning.
Ashwaq Munif Almutairi (Thu,) studied this question.