Immersive Virtual Learning Experiences of Senior Secondary School Students from India and Russia: A Mixed Method Study

Authors

  • Prakasha G. S. Christ University, India
  • Maria Lapina North Caucasus Federal University, Stavropol, Russia
  • F G Roseline Jyoti Nivas College, Bangalore, India
  • L Yogesh Christ University, India
  • S. Thirumalesha Mount Carmel College, Bangalore, India

DOI:

https://doi.org/10.32674/e7vq5509

Keywords:

Metaverse, virtual reality, virtual learning, immersive learning, mixed reality

Abstract

Virtual Reality (VR) provides an immersive learning (IL) experience by simulating real-world scenarios that bridge the gap between theory and application. VR simulations are interactive and enhance student engagement across a range of concepts, from simple to complex. India and Russia share similar cultural and historical backgrounds, and both are committed to creating a multipolar world. Both are large developing countries with several strategic partnerships and international cooperation. Hence, this study aims to capture the learning experiences of internationally paired students in an IL environment and their attitudes towards IL environments, to mutually contribute to teaching and learn in these countries. Students experienced immersive learning through stand-alone head-mounted virtual reality cameras with a controller. The study employed a mixed-methods research design involving a quantitative and qualitative explanatory approach. Researchers paired 100 senior secondary school students from Russia (n = 50) and India (n = 50) and exposed them to virtual IL experiences. Researchers used the user-experience IL environment scale, the VR-IL environment attitude scale, and an interview guide to collect the data of the study. Quantitative data were analyzed using descriptive statistics, a correlation test, and regression. Qualitative data were analyzed through narrative thematic analysis. Researchers triangulated the IL experiences measured through quantitative and qualitative methods. The study found a positive correlation between IL experiences and attitude towards the IL environment. Further, IL experiences accounted for 43.5% of positive attitudes towards the IL environment. The qualitative analysis revealed both positive and negative aspects of VR-IL environment experiences. The study's findings add value to the cognitive-affective theory of learning with media, as it includes knowledge construction, emotional connection, and motivation for learning. Future studies may explore the benefits of the IL environment with artificial intelligence (AI) and generative AI towards teaching and learning.

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Author Biographies

  • Prakasha G. S., Christ University, India

    PRAKASHA G.S., PhD, is an Associate Professor in the School of Education at Christ University, Bangalore, India. His major research interests lie in teacher education, teaching-learning, higher education research, and educational technology. Email: prakasha.gs@christuniversity.in

  • Maria Lapina, North Caucasus Federal University, Stavropol, Russia

    MARIA LAPINA, PhD, is an Associate Professor in the Department of Computational Mathematics and Cybernetics at North Caucasus Federal University, Stavropol, Russia. Her major research interests lie in data science, cybersecurity, artificial intelligence, and higher education. Email: mlapina@ncfu.ru

  • F G Roseline, Jyoti Nivas College, Bangalore, India

    F. G. ROSELINE, MSc, is an Assistant Professor and Head of the Department of Psychology at Jyoti Nivas College Autonomous, Bangalore, India. Her major research interests lie in school psychology, clinical psychology, counselling psychology, and higher education research. Email: roselinegomes@jyotinivas.org

  • L Yogesh, Christ University, India

    L. YOGESH, MBA, is a global operations lead at Let us Dream, Christ University, Bangalore, India. His major research interests lie in community education, service-learning, higher education research, and educational technology. Email: yogesh@letusdream.org

  • S. Thirumalesha, Mount Carmel College, Bangalore, India

    S. THIRUMALESHA, PhD, is an Assistant Professor in the Department of Education at Mount Carmel College, Autonomous. Bangalore, India. His major research interests lie in sociology of education, educational technology, and higher education. Email: thirumalesh@mccblr.edu.in

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2025-11-13

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Vol. 10 No. 2 (2025): Fall Issue

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Research Articles

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Immersive Virtual Learning Experiences of Senior Secondary School Students from India and Russia: A Mixed Method Study. (2025). Journal of School Administration Research and Development, 10(2), 75-90. https://doi.org/10.32674/e7vq5509