The purpose of this article is to assess how the use of Virtual Reality (VR) technology affects educational outcomes in the STEM (Science, Technology, Engineering, and Mathematics) disciplines. This study employs a blended methodological framework that combines quantitative and qualitative approaches through a comparative analysis of engagement and retention to measure learning outcomes within two groups - one receiving instruction through VR while the other uses conventional methods. Through the integration of VR technology into educational practices, students’ conceptual understanding, practical skills, engagement levels, and overall academic performance improves, and HEIs’s learning objectives are successfully met. Despite the barriers posed by lack of funds, accessibility, and inability to implement technical aspects, VR offers an extensive range of possibilities for immersion and interactivity which pose great value for instruction. The study argues VR can be used as a resource for grappling with difficult STEM concepts, enhancing understanding and preparing them for complex challenges in the future.
Bosco et al. (Mon,) studied this question.