Co-Creating Socio-Cultural Virtual Reality Learning Experiences for Primary School Learners in Namibia

Indigenous Knowledge Systems (IKS) in Namibia are increasingly threatened by the disruption of traditional knowledge transmission, influenced by formal education and socio-cultural change. While Virtual Reality (VR) offers potential for preserving cultural heritage, most existing applications prioritise representation over learning. This study explores how culturally grounded VR experiences can be transformed into effective educational tools for primary school learners.
Using a Research through Design (RtD) approach, the study employs participatory co-design methods with Indigenous communities (OvaHimba, Ju/’hoansi San, and Topnaar) and primary school learners. The research unfolds in four phases: reviewing existing VR learning supports, co-designing culturally relevant assessments with communities, co-designing and implementing learning supports with children, and evaluating their effectiveness through culturally responsive methods.
The study focuses on developing learning supports such as narrative scaffolding, interactive non-player characters, and embedded assessments aligned with Indigenous pedagogical values, including experiential and relational learning. Expected outcomes include culturally validated VR learning supports, improved learner engagement and cultural understanding, and design insights for integrating pedagogy, culture, and technology in immersive learning environments.