| Sumario: | This study investigated the effectiveness of a 3 weeks Educational VR intervention aimed to find out the effect on social Dynamics of secondary school students. A Quasi-experimental pretest--post-test design was conducted with a sample of 50 Secondary School students. Six dimensions were assessed: peer interaction, participation and engagement, teamwork and collaboration, communication skills, leadership and initiative, including their overall performance. In this study, Immersive learning VR module was used as an intervention to know the effect in their social dynamics. Paired-samples t tests were conducted to examine differences between pre-intervention and post-intervention scores. The data analysis confirmed significant progress based on statistical testing across all measured domains (all p < .001). The overall mean score increased from M = 2.98 (SD = 0.30) at pretest to M = 3.96 (SD = 0.34) at post-test, representing a 33% improvement with an exceptionally large effect size (d = 3.02). Among the individual dimensions, teamwork and collaboration demonstrated the largest gain (ΔM = 1.28, d = 2.27), followed by participation and engagement (ΔM = 0.98, d = 1.91) and leadership and initiative (ΔM = 1.01, d = 1.75). Communication skills (ΔM = 0.79, d = 1.55) and peer interaction (ΔM = 0.78, d = 1.33) also showed substantial improvements. The absence of zero within the confidence intervals suggests that the observed differences are trustworthy. Large and consistent effects across every domain show that the intervention contributed to comprehensive progress rather than limited outcomes. Despite not having a control group to confirm causality, the large and consistent results suggest that the intervention had significant real-world relevance. The findings suggest that structured, short-duration interventions are practical approaches to strengthening students' participation, leadership qualities, collaboration, and social skills at the secondary level.
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