Title: Impact Of Incorporating Virtual Reality Technology In Social Studies Education For Out-Of-School Children In Lanlate, Ibarapa East Local Government Area Of Oyo State, Nigeria
Authors: Deborah Adetoro OGUNJIMI, Olatunde John OGUNDIRAN, Olusegun Matthew ADEBISI, Oyetunji Mathew OBANISOLA & Olujide Adeyemi OLAYIWOLA
Volume: 10
Issue: 8
Pages: 172-178
Publication Date: 2026/08/28
Abstract:
This study investigated the impact of Virtual Reality (VR)-enhanced Social Studies instruction on the academic achievement, engagement, concept retention, and formal school reintegration of out-of-school children (OOSC) in Lanlate, Ibarapa East Local Government Area of Oyo State, Nigeria. The study adopted a community-participatory quasi-experimental design with concurrent mixed-methods and longitudinal elements. A total of 312 out-of-school children aged 8-11 years participated across three community viewing centres. Data were collected using standardized pre-test, midline, and post-test assessments, structured pupil interviews, facilitator engagement logs, and parent/guardian feedback forms. Descriptive and inferential statistics, alongside thematic analysis, were employed to analyse the data. Findings revealed substantial improvement in academic performance following exposure to the modular 360-degree VR-enhanced Social Studies curriculum. Mean achievement scores increased from 2.14 (SD = 1.08) at baseline to 5.82 at midline and 8.46 (SD = 1.12) at post-test, with the pre-test/post-test difference statistically significant (t = 34.11, p < 0.001). The intervention also produced high levels of sustained attention (94.2%), active post-VR participation (85.9%), concept mapping (90.1%), and attendance consistency (92.6%). Furthermore, 90.7% of parents expressed willingness to support formal school reintegration, while 93.3% of community leaders demonstrated willingness to safeguard the learning infrastructure. Education authorities certified the VR framework as compliant with state standards. The study concludes that immersive VR-supported Social Studies instruction can enhance learning outcomes, engagement, and reintegration prospects among vulnerable out-of-school children when implemented through community participation and sustainable support structures.