In rural areas, gifted art classes often face limitations in organizing traditional exhibitions due to constraints of time and location, which may hinder student participation and dampen their motivation and sense of achievement. To address these issues, this study examines how virtual reality (VR) art exhibitions influence the achievement experience and technology acceptance among upper-grade elementary school students. A total of 42 students from a rural elementary school in Taitung County participated in this study. Pre- and post-intervention questionnaires were used to evaluate changes in students’ perceived achievement and their acceptance of the VR-based exhibition. The results revealed that the VR exhibition contributed positively to students’ sense of achievement. Most students showed a favorable attitude toward the technology, particularly in terms of perceived usefulness. However, students’ perceptions varied in areas such as enjoyment and ease of use, with some reporting challenges related to navigation and interface design. Technical factors like device stability and operational fluency also affected the overall experience. These findings offer practical implications for the development and implementation of VR art exhibitions, especially in resource-limited educational settings. Future research may explore applications across different age groups and focus on enhancing interactivity, engagement, and usability to support student learning and acceptance.