Intelligent virtual resources as a means for primary school students to study educational fields
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.02.16Keywords:
adaptive learning, AI in education, digital competencies, log analysis, student motivationAbstract
The relevance of the study stems from a lack of empirical evidence on the effectiveness of AI and VR integrated into intelligent virtual resources for primary school students, especially in crisis-driven contexts such as Ukraine under martial law. The aim is to experimentally verify the impact of these machine learning-based digital solutions on the dynamics of students' learning motivation and academic performance. A combination of traditional pedagogical methods (questionnaires, testing) and automated analysis of log files of digital platforms was used to collect data. Statistical processing included descriptive statistics, Pearson's correlation, Student's t-test, and the Mann-Whitney U-test.
According to survey results, 83.3% of teachers recorded an increase in student motivation, and the average rating of intelligent virtual resources was 4.4/5. The experimental group (EG) demonstrated higher test results with a narrower interquartile range (72.0-80.0) than the control group (CG). The study provides empirical confirmation of the effectiveness of using interactive virtual resources in primary school for enhancing motivation and stabilizing learning outcomes. Unlike purely descriptive accounts, this research contributes original empirical data from the Ukrainian wartime setting. Further research prospects should focus on studying the long-term effects of intelligent virtual resources, especially their impact on the stability of educational performance.
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Copyright (c) 2026 Hanna Byhar, Iryna Pits, Inna Prokop, Krystyna Shevchuk, Olha Shestobuz
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