Exploring the Impact of Virtual Reality Field Trips on Student Engagement and Learning Outcomes

Abstract

The present research endeavours to examine the effects of virtual reality (VR) field trips on both student engagement and learning outcomes within the Saudi Arabian and Jordanian contexts. The main aim of this study is to investigate the correlation among student engagement, gender, socioeconomic status, and learning outcomes in the context of virtual reality field trips. The study utilized a quantitative research methodology and included a sample of students from educational institutions in both nations. The data was obtained via survey methodology and subjected to analysis utilizing various statistical techniques, including descriptive statistics, independent t-tests, Pearson's correlation coefficient, and multiple regression analysis. The findings of the research demonstrate a noteworthy affirmative correlation between student engagement and learning achievements, underscoring the significance of active engagement and involvement in the educational process. Nonetheless, the VR field trip context did not exhibit any noteworthy impact of gender on learning outcomes. The findings indicate that there is a notable correlation between socioeconomic status and academic achievement, with students from more affluent backgrounds demonstrating superior learning outcomes. The present study adds to the current body of knowledge by corroborating the significance of student engagement in forecasting academic achievements, specifically in the domain of virtual reality excursions. The user's statement underscores the significance of socioeconomic status as a determinant of academic performance. The aforementioned insights can be employed by educators and policymakers to create efficacious educational interventions based on virtual reality technology. These interventions can augment student engagement and mitigate discrepancies in resource accessibility.