Author: Parnab Ghosh & Dr. Amal Kumar Chakrabarty
DOI Link: https://doi.org/10.70798/Bijmrd/04030033
Abstract: Online education has expanded access to learning opportunities, yet maintaining meaningful interaction and sustained learner engagement remains a persistent challenge. Virtual reality (VR) and other emerging immersive technologies provide new opportunities for making digital learning environments more engaging and participatory. This study investigates how virtual reality (VR) may help transform interactive online learning while promoting sustainable educational practices. The study investigates participant experiences and perceptions of VR use in online learning environments using a qualitative research methodology. An indepth understanding of how immersive environments affect engagement, cooperation, and learning was made possible by the qualitative data collection methods, including reflective conversations and interviews. Interactivity, learner motivation, perceived efficacy, and VR’s potential role in developing sustainable learning environments that lessen dependency on physical resources and allow for flexible involvement are the main themes of the investigation. Results show that VR-based learning environments may improve communication, produce immersive learning environments, and facilitate online collaborative learning. Participants emphasized how important shared virtual environments and realistic simulations are for increasing engagement and attention. However, the research also acknowledges pragmatic factors, such as technology preparedness, accessibility, and the necessity of pedagogically informed implementation. By offering qualitative insights into how VR might promote more engaging and long-lasting types of online interactive learning, this study adds to the expanding corpus of literature on immersive technology in education.
Keywords: Virtual Reality (VR), Online Interactive Teaching-learning, Immersive Learning, Sustainability in Education, Qualitative Study.
Page No: 265-282