<![CDATA[This study aims to explore the learning experiences of elementary school students through Immersive Virtual Reality (IVR) as a STEAM learning medium to support numeracy literacy. The study used a qualitative exploratory approach with a phenomenological nuance, involving 10 elementary school students selected by purposive sampling as key informants. Data were collected through participant observation, in-depth interviews, documentation, and field notes. The results revealed three main themes: (1) the use of IVR provides an immersive and exploratory learning experience that increases student engagement despite technical barriers; (2) STEAM learning occurs through exploration, interaction, discussion, and problem-solving; and (3) numeracy literacy emerges through the identification of numerical information, measurement, comparison, and contextual decision-making. Overall, IVR functions as an immersive, collaborative, and contextual learning environment that supports elementary school students' numeracy literacy.]]>
Copyrights © 2026
