Evaluating the Efficacy of VR-Based Empathy Training in Primary Education: A Comparative Study of Instructional Media and Gender Differences

Empathy development is a critical component of social-emotional learning (SEL) in primary education, yet research on effective instructional strategies remains limited . This study examines the efficacy of a virtual reality (VR)-based empathy curriculum in comparison to traditional PowerPoint (PPT)-based instruction among children aged 9 to 10. A mixed-design approach was employed, incorporating a between-subjects factor (instructional media: VR vs. PPT) and a within-subjects factor (three-time repeated measures of emotional intelligence). A two-way MANOVA analysis was conducted to assess the effects of instructional media and gender on empathy and interpersonal relationship development. Findings indicate that gender significantly influenced immediate learning outcomes, with female students demonstrating greater improvements in empathy and interpersonal skills than males. However, no significant differences were found between genders in the follow-up assessment, suggesting that learning effects diminished over time. Additionally, instructional media did not yield a significant impact on learning outcomes, indicating that VR-based instruction did not outperform PPT-based instruction in fostering empathy development. The results highlight the need for sustained interventions to maintain empathy gains and suggest further exploration of individual differences in engagement with immersive learning technologies. These findings contribute to the discourse on gender inclusivity and pedagogical design in technology-enhanced empathy education.