Station Rotation Model "1 Lesson - 3 Roles": Integrating Virtual Reality (VR) And Digital Maps in Developing Natural and Social Inquiry Competencies for Primary School Students

Abstract

This study was conducted to evaluate the effectiveness of applying digital maps and Virtual Reality (VR) technology in developing natural and social inquiry competencies for 4th-grade students. Stemming from the fact that History and Geography knowledge is highly abstract, and students have few opportunities for practical experience—leading to a passive learning mentality—we designed and applied the Station Rotation Model "1 lesson - 3 roles" (Experience – Discussion – Creation). By dividing the class into groups and rotating continuously through learning stations, this model successfully addressed the barrier of insufficient synchronous digital equipment, while also thoroughly mitigating student distraction when interacting with technology. The pedagogical intervention process was also closely combined with the "Virtual Field Trip - Real Reflection Writing" activity and interdisciplinary art education orientation.

Data obtained from the experiment demonstrated a comprehensive transformation in both quantitative and qualitative aspects. Students' interest in the subject, confidence in presentation skills, and technological application capacity all recorded outstanding growth. All participating students learned how to operate and extract information from basic digital maps. Along with this, the vast majority of students demonstrated profound historical empathy and a love for cultural heritage through their personal reflection writings. The study affirms that integrating technology through the station rotation process is a superior pedagogical solution, which not only nurtures core learning competencies but also develops emotional intelligence, contributing to the formation of generations of digital citizens with a strong cultural identity.