INTEGRATION OF VIRTUAL REALITY SIMULATION IN TEACHING SOCIAL STUDIES: A GUIDE TOWARDS EFFECTIVE LEARNING

Abstract

Research on incorporating Virtual Reality (VR) into the Social Studies classroom is still emerging, with no standardized methodologies currently in place. Teachers often face challenges in locating appropriate VR content, developing engaging lesson plans, and evaluating the impact of VR on student learning outcomes. A practical guide could support educators by helping them integrate VR into lesson plans, align VR content with curriculum objectives, and assess student engagement and participation. These firsthand observations and implementations can contribute valuable insights to future instructional practices and curriculum development. This project aims to utilize a descriptive research design and a quantitative approach to explore the integration of virtual reality (VR) simulation into Social Studies instruction. The study will be conducted during the 2024–2025 school year and will focus on 33 Social Studies instructors at Maligaya High School. A survey questionnaire will be developed, validated, and verified by subject matter experts to ensure reliability and relevance. Data will be analyzed using frequency distribution, percentage distribution, weighted mean, and ranking methods. Beliefs, attitudes, and behaviors will be measured using a Likert scale. The study investigated the use of virtual reality (VR) among 33 Social Studies instructors. Most participants held bachelor's degrees and had between 11 and 15 years of teaching experience. VR tools were primarily used for student motivation, presentations, assessments, and videoconferencing. Resources such as YouTube VR and instructional applications were found to be particularly effective, while VR-enabled virtual field trips enhanced the teaching of cultural diversity. Overall, the findings suggest that while VR has shown positive impacts in the classroom, there remains significant room for growth and development in its educational application. The study found that experienced teachers—particularly those with a bachelor's degree and 11 to 15 years of teaching experience—are well-positioned to integrate virtual reality (VR) simulations into their instructional practices. VR technology significantly enhances educational outcomes by improving student motivation, presentation delivery, assessments, and remote learning via platforms like Google Meet. Tools such as Quizlet, Google Docs, and Google Classroom also support student engagement and help create dynamic, interactive learning environments. Teachers expressed confidence in using VR to deliver immersive learning experiences, including virtual field trips and cultural diversity explorations. These approaches have the potential to transform Social Studies education by offering meaningful, experiential learning opportunities. The study underscores VR’s potential to bridge the gap between theoretical knowledge and real-world application, signaling a shift toward more innovative and impactful teaching strategies.