This research study explores the use of Virtual Reality (VR) in teaching primary students to enhance their understanding of the human respiratory system. A 6th-grade class at a public elementary school in Portugal served as the data source for this paper. The aim was to determine whether students could act as scientists themselves through the use of VR and whether digital immersive experiences would lead to a better understanding of scientific concepts while maintaining their focus.

At the heart of the study was the question: “Is it possible for students to see and feel the human lungs through VR in such a way that learning is enhanced?” Students participated in a number of sessions. They began by revisiting prior knowledge, followed by a discussion about the challenges of visualizing internal organs. Next, they put on VR headsets and watched a 3D video of the respiratory system in motion. They were also able to interact with a 3D model of the respiratory system through virtual touch and manipulation.

The students’ work was framed by a hands-on and inquiry-driven research approach. After reflecting on some initial prompt questions, pupils explored the VR environment individually. Finally, they responded in writing to post-lab questions, which helped them gain a deeper understanding of the experience. Throughout the process, students expressed amazement and fascination at learning new things about anatomy that are usually beyond their reach.

Findings revealed that VR benefitted the learners by making the spatial relationships of the respiratory system more comprehensible. For example, the position of the lungs and the movement of the diaphragm were clearly understood. Not only did students express their new insights aloud, but they also formed new connections that went beyond what conventional teaching methods typically achieve. The activity also served as a critical thinking exercise, as students were able to weigh the pros and cons of using VR and suggest different ways to implement it in future lessons.

The results indicate that using immersive technologies such as VR in science classes can result in more memorable and impactful learning experiences. When combined with exploratory and cooperative discussion, these tools support concept understanding and significantly boost student motivation. This study demonstrates that VR goes beyond passive observation, enabling active and physical interaction with scientific content—opening new and promising paths for innovation in elementary education.

Keywords: Virtual Reality, Primary Science Education, Immersive Learning, Student Engagement, Digital Pedagogies, Inquiry-Based Learning, Case Study.