Immersive virtual reality (IVR) technology has demonstrated positive educational outcomes related to its use and is gaining traction in educational and training settings; IVR is expected to have widespread adoption within the classroom in the upcoming years. However, the educational potential of IVR with children has not been thoroughly investigated, especially as a tool for problem-solving skills. Therefore, this study was designed to answer the following questions: (1) Is IVR a useful tool to learn and practice problem-solving skills? More specifically, do children using IVR solve a game better than those using a tablet application or a board game? (2) Does IVR provide a more engaging experience for children to practice problem-solving skills than on a tablet or a board game? (3) Do problem-solving skills learned with IVR technology transfer to real-life (physical game)? Children (n = 120) aged 7–9.9 years were randomly assigned to a problem-solving game in one of three conditions: board game, tablet, or IVR. The results showed that, overall, the percentage of children who completed the problem-solving game was higher in the IVR condition (77.5%), compared with those in the tablet (32.5%) or board game (30%) conditions. We also found that the interest and enjoyment scores of participants using IVR were significantly higher than participants in the other two conditions, and that the children in the IVR condition were able to learn how to solve the problem and transfer their learning to the physical game. IVR is a technology capable of engaging interest and motivating the user, as well as having the potential to assist in cognitive processing and knowledge transfer.

沉浸式虚拟现实（IVR）技术已经证明了与使用虚拟现实有关的积极教育成果，并且在教育和培训环境中越来越受欢迎。在未来的几年中，IVR有望在教室中得到广泛采用。但是，IVR带孩子的教育潜力尚未得到充分研究，特别是作为解决问题技能的工具。因此，本研究旨在回答以下问题：（1）IVR是学习和练习解决问题能力的有用工具吗？进一步来说，使用IVR的孩子比使用平板电脑应用程序或棋盘游戏的孩子能更好地解决游戏吗？（2）与在平板电脑或棋盘游戏上相比，IVR是否为儿童提供更多的互动练习问题解决能力的体验？（3）通过IVR技术学到的解决问题的技能是否可以转化为现实生活（物理游戏）？儿童（n  = 120）年龄在7–9.9岁之间的人在以下三种情况之一中被随机分配到一个解决问题的游戏：桌游，平板电脑或IVR。结果表明，总体而言，在IVR条件下完成问题解决游戏的孩子比例（77.5％）高于在平板电脑（32.5％）或棋盘游戏条件下的孩子（30％）。我们还发现，使用IVR的参与者的兴趣和享受得分显着高于其他两个条件下的参与者，处于IVR条件下的孩子们能够学习如何解决问题并将他们的学习成果转移到物理游戏中。IVR是一种能够引起兴趣并激励用户的技术，并且具有帮助进行认知处理和知识转移的潜力。