The scientific article is devoted to the research of the influence of virtual reality on the academic motivation of schoolchildren in the context of collaborative learning. The purpose of the study was to identify differences in motivation based on gender and class. The data were collected using Lukyanova’s scale of academic motivation, covering the personal meaning of the study, targeting and various motives. The results showed that virtual reality has a positive impact on academic motivation, especially for girls. Statistically significant differences in motivation have been found between boys and girls, as well as between different classes. A high level of motivation has been identified among younger students, which underlines the importance of an individual approach to the development of virtual educational scenarios depending on the age groups. These results are important for the development of effective educational strategies based on the integration of virtual reality into the learning process.