Abstract:

The paper deals with the comparison of classical and inquiry-based instruction (IBI) with the use of virtual reality (VR) at geography lessons in a primary school. The research was conducted in two 6th grade classes at a primary school in Slovakia. These two classes were selected on the basis of a comparable number of integrated pupils. In the research, we compared the success rate of pupils after completing geography lessons using IBI and VR and classical instruction without the use of interactive elements and digital technologies, with regard to integrated pupils. Altogether, 35 pupils participated in the research, of which 9 pupils were integrated, most often them having disorders, such as dysgraphia and dyslexia. Pupils' performance was evaluated in the form of a test. When comparing the studied groups of pupils in the lessons, we found that the group of pupils who were educated using IBI and VR was more successful and it led to better results in the test. However, these values were not as striking as in the case of integrated pupils. When using the IBI, 95.8% success rate in the test was confirmed for integrated pupils compared to integrated pupils who completed the classical form of instruction, where the success rate in the test was 66.6%. The aim of the article was to compare the acquired knowledge of pupils using on one hand, the classical instruction and on the other hand, the IBI and VR, with regard to integrated pupils.

Keywords:

Inquiry-based instruction, virtual reality, geography, Slovakia.