Abstract
Immersive virtual reality (VR) is increasingly used in primary education, yet its methodological integration into computer science teaching remains insufficiently examined. Most existing studies emphasize technological features or learning outcomes, while less attention is paid to how VR-based lessons are structured, how teachers support learning, and what implementation challenges arise in primary school contexts. This brief research report presents a structured analysis of the methodological patterns underlying VR integration in primary computer science education. A targeted search was conducted in Scopus, Web of Science, IEEE Xplore, ACM Digital Library, ERIC, ScienceDirect, SpringerLink, and Google Scholar using terms related to virtual reality, primary education, computer science, and pedagogy. Studies were included if they addressed formal primary education, used VR for educational purposes, and reported methodological features such as instructional design, teacher involvement, or implementation barriers. Eight studies met the final inclusion criteria, reflecting the still emerging and fragmented nature of research on immersive VR in primary computer science education. The analysis identified four recurring dimensions: instructional approaches, lesson design structures, teacher involvement, and implementation challenges. The findings show that VR interventions in primary computer science education are most commonly grounded in experiential learning, game-based learning, and problem-based learning. Effective lesson design typically follows a three-phase structure including orientation, guided activity, and reflection. Teachers remain essential as facilitators, even when VR environments support semi-autonomous learning. At the same time, implementation is constrained by equipment costs, technical complexity, physiological discomfort, and the novelty effect. The report concludes that the educational value of VR depends less on the technology itself than on its pedagogical design and classroom integration. These findings provide evidence-based methodological guidance for researchers and practitioners working with immersive technologies in primary computer science education.