Effect of Virtual Reality in Developing Entrepreneurial Skills of At-Risk Secondary School Students in Sokoto State

Abstract

In an era where economic challenges require innovative solutions, integrating technology with education is essential for fostering an entrepreneurial mindset. The research is grounded in Kolb's Experiential Learning Theory (ELT), to explore the potential of Virtual Reality (VR) technology in developing entrepreneurial skills among at-risk secondary school students in Sokoto State, Nigeria by emphasizing the importance of hands-on experiences in learning. The study employed a quasi-experimental design with a sample of 50 students, divided into experimental and control groups. The experimental group was exposed to VR simulations designed to enhance entrepreneurial skills, while the control group continued with traditional curriculum methods. Data analysis revealed that the experimental group showed significant improvements in entrepreneurial mindset, self-awareness, integration of concepts, and active experimentation abilities, with p-values less than 0.001 and large effect sizes (Cohen’s d > 0.8). These results showed that VR is an effective tool for fostering entrepreneurial skills, offering an engaging and immersive learning experience that can better prepare students for real-world challenges. The study highlighted the potential of VR in transforming educational practices, particularly for at-risk students, and calls for its integration into educational policies and curricula. The findings underscore the importance of utilising technology to equip students with the necessary skills to navigate an increasingly complex and interconnected world.