Abstract

Virtual Reality (VR) provides immersive and interactive opportunities for strengthening science learning, particularly where abstract concepts challenge conventional pedagogy. This study examines the integration of VR into Grade 6 science classrooms in Bikaner, Rajasthan, focusing on how immersive learning environments foster engagement, comprehension, and motivation—key outcomes associated with gamified learning, though achieved here without explicit game mechanics. Guided by Cognitive Load Theory and Constructivist Inquiry frameworks, the research employed a descriptive case study design combining surveys (N = 196), classroom observations, focus group discussions, and teacher interviews. Findings revealed high student motivation (M = 4.74/5), enjoyment (M = 4.64/5), and excitement (M = 4.36/5), with 86% agreeing that VR-based lessons improved conceptual understanding compared with textbook learning. However, challenges included time constraints, limited teacher training, and device management issues. The analysis positions VR as a functional equivalent of gamification through presence, curiosity, and agency rather than points or competition. By aligning these results with NEP 2020 and NCF 2022, the paper argues that immersive technologies can operationalise India’s vision of joyful, inquiry-driven, and equitable science education—provided systemic supports in teacher preparation and infrastructure are strengthened.