Main Article Content
Abstract
Immersive virtual reality can support experiential learning when the task requires spatial judgment, repeated practice, or access to settings trainees cannot safely enter. Effects in higher education are positive on average and highly variable. A 2025 meta-analysis of augmented- and virtual-reality interventions estimated d = 0.98 across 21 studies and 41 interventions, with wide prediction intervals implied by cost and implementation differences (Kumar & Gorai, 2025). Systematic reviews find concentration in medicine and science, short interventions, and weak reporting on learners with disabilities (Luo et al., 2021; Radianti et al., 2020; Stracke et al., 2025). This article specifies an accessibility-first design for a Nigerian college of education: shared headsets, a desktop fallback, captions, seated experiences, and outcomes that include learners with low prior attainment and limited device access. The cognitive affective model of immersive learning (Makransky & Petersen, 2021) guides the claim that presence helps only when it does not overload working memory. Experiential education is bridged by simulation of classroom incidents and laboratory procedures, not by novelty.