The efficacy of immersive virtual learning environments in enhancing verbal and nonverbal interaction skills among children with attention deficit hyperactivity disorder (ADHD) was investigated in this study. Employing a before-after intervention design, 30 participants aged 6–10 years engaged in a 12-session programme over 3 weeks, utilising the Unity platform and Oculus Quest 2 hardware. The intervention encompassed three virtual scenarios: subway, classroom, and supermarket. Pre- and post-intervention assessments were conducted by a clinical psychologist. Results revealed statistically significant improvements in both verbal (Z = −4.789, p < .001, r = .618) and nonverbal (Z = −4.791, p < .001, r = .618) interaction skills, with large effect sizes indicating substantial changes. The immersive environment’s efficacy is attributed to its immersive nature, structured design, immediate feedback mechanism, and safe learning environment. These findings suggest that immersive virtual learning interventions could be a valuable tool in addressing social challenges associated with ADHD, offering an engaging and effective complement to traditional interventions. Future research should employ randomised controlled trials with larger sample sizes and longer follow-up periods to confirm and expand upon these promising results .