Abstract

Objective of the study is to assess the impact of relaxing and active sports VR games on emotional safety and subjective health in primary school children. Methods and structure of the study. The study involved primary school children (N=30). The experimental group (EG) comprised 20 schoolchildren. Two subgroups were identified: participants of the 1st subgroup (N=10) played active sports VR games (ball games, shooting, racing, slides), and those of the 2nd subgroup (N=10) played calm relaxation games (meditation, relaxation, arcades). Schoolchildren (N=10) from the control group (CG) did not take part in VR games. Five sessions were conducted during extracurricular time, once a week. The following diagnostic methods were used: V.P. Voitenko's health self-assessment methodology, the 'Non-existent Animal' drawing test, O.A. Prokhorov's observation of emotional expression, T.N. Berezina's 'Emotional Safety of the Educational Environment' questionnaire, and methods of mathematical statistics. Results and conclusions. The use of sports VR games increased the emotional safety of primary school children (p≤0.05) and the number of positive emotions (p≤0.01); it reduced the number of negative emotions but had no effect on subjective health. The effect of active and relaxing games differs. Relaxing games reduce the level of emotionality, decrease the total aggression index, and increase the number of positive emotions (joy, pleasure). Active games stimulate involvement and motivation, raise the level of arousal, and may provoke an increase in negative emotions (anger, fear) if used in isolation and without subsequent relaxation. To ensure the emotional safety and subjective health of primary school children, it is necessary to use active and relaxing VR games in combination.

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No. 5, pp. 18–20

Published: 08.05.2026

CC BY 4.0