360 VR (virtual reality) Educator: Transforming teachers into interactive content creators.
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| Title: | 360 VR (virtual reality) Educator: Transforming teachers into interactive content creators. |
|---|---|
| Authors: | Bhagat, Kaushal Kumar1 kkntnu@hotmail.com, Wang, Tianchong2, Jha, Nitesh Kumar1, Lampropoulos, Georgios3,4 |
| Source: | Australasian Journal of Educational Technology. 2025, Vol. 41 Issue 3, p62-83. 22p. |
| Subject Terms: | *Learning, *Teacher training, Virtual reality, Immersive design, Participatory media, User-centered system design, Shared virtual environments, Innovation adoption |
| Abstract: | The integration of immersive technologies, such as 360-degree virtual reality (VR) in education presents a promising avenue for enhancing teaching and learning. However, educators often face challenges due to limited technical expertise and resource constraints. This study examined the usability and readiness of educators in adopting the 360 VR Educator platform – a tool grounded in Mayer’s (2005) cognitive theory of multimedia learning – which enables educators to create interactive lessons using 360-degree videos and images. These can be experienced in fully immersive modes (via Google Cardboard and Android smartphones) or semi-immersive modes (via Android tablets). A total of 45 educators participated in a usability evaluation using the System Usability Scale provided qualitative feedback through open-ended responses. The Technology Readiness Index was also employed to assess their adoption readiness. Findings revealed acceptable usability, with educators appreciating the platform’s immersive and interactive capabilities. However, some reported difficulties with the interface and navigation. The analysis indicated that optimism and innovativeness significantly influenced platform acceptance. Over 80% of participants expressed willingness to recommend the platform to peers. The study underscores the importance of training and technical support and affirms the potential of 360 VR tools in transforming traditional teaching methods through immersive learning experiences. Implications for practice or policy: • Structured training programmes should be provided to help educators effectively integrate 360 VR into their teaching practices. • 360 VR technology should be incorporated into subjects where visualisation and spatial understanding can enhance student learning. • Institutions should promote a culture of innovation to encourage educators to adopt immersive technologies. • Clear guidelines and user-friendly resources should be developed to support educators in creating VR content. • Opportunities should be created for educators to share VR teaching experiences and best practices with peers. [ABSTRACT FROM AUTHOR] |
| Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189110587 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: 360 VR (virtual reality) Educator: Transforming teachers into interactive content creators. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bhagat%2C+Kaushal+Kumar%22">Bhagat, Kaushal Kumar</searchLink><relatesTo>1</relatesTo><i> kkntnu@hotmail.com</i><br /><searchLink fieldCode="AR" term="%22Wang%2C+Tianchong%22">Wang, Tianchong</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Jha%2C+Nitesh+Kumar%22">Jha, Nitesh Kumar</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Lampropoulos%2C+Georgios%22">Lampropoulos, Georgios</searchLink><relatesTo>3,4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Educational+Technology%22">Australasian Journal of Educational Technology</searchLink>. 2025, Vol. 41 Issue 3, p62-83. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink><br /><searchLink fieldCode="DE" term="%22Immersive+design%22">Immersive design</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+media%22">Participatory media</searchLink><br /><searchLink fieldCode="DE" term="%22User-centered+system+design%22">User-centered system design</searchLink><br /><searchLink fieldCode="DE" term="%22Shared+virtual+environments%22">Shared virtual environments</searchLink><br /><searchLink fieldCode="DE" term="%22Innovation+adoption%22">Innovation adoption</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The integration of immersive technologies, such as 360-degree virtual reality (VR) in education presents a promising avenue for enhancing teaching and learning. However, educators often face challenges due to limited technical expertise and resource constraints. This study examined the usability and readiness of educators in adopting the 360 VR Educator platform – a tool grounded in Mayer’s (2005) cognitive theory of multimedia learning – which enables educators to create interactive lessons using 360-degree videos and images. These can be experienced in fully immersive modes (via Google Cardboard and Android smartphones) or semi-immersive modes (via Android tablets). A total of 45 educators participated in a usability evaluation using the System Usability Scale provided qualitative feedback through open-ended responses. The Technology Readiness Index was also employed to assess their adoption readiness. Findings revealed acceptable usability, with educators appreciating the platform’s immersive and interactive capabilities. However, some reported difficulties with the interface and navigation. The analysis indicated that optimism and innovativeness significantly influenced platform acceptance. Over 80% of participants expressed willingness to recommend the platform to peers. The study underscores the importance of training and technical support and affirms the potential of 360 VR tools in transforming traditional teaching methods through immersive learning experiences. Implications for practice or policy: • Structured training programmes should be provided to help educators effectively integrate 360 VR into their teaching practices. • 360 VR technology should be incorporated into subjects where visualisation and spatial understanding can enhance student learning. • Institutions should promote a culture of innovation to encourage educators to adopt immersive technologies. • Clear guidelines and user-friendly resources should be developed to support educators in creating VR content. • Opportunities should be created for educators to share VR teaching experiences and best practices with peers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14742/ajet.10145 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 62 Subjects: – SubjectFull: Learning Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Virtual reality Type: general – SubjectFull: Immersive design Type: general – SubjectFull: Participatory media Type: general – SubjectFull: User-centered system design Type: general – SubjectFull: Shared virtual environments Type: general – SubjectFull: Innovation adoption Type: general Titles: – TitleFull: 360 VR (virtual reality) Educator: Transforming teachers into interactive content creators. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bhagat, Kaushal Kumar – PersonEntity: Name: NameFull: Wang, Tianchong – PersonEntity: Name: NameFull: Jha, Nitesh Kumar – PersonEntity: Name: NameFull: Lampropoulos, Georgios IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14493098 Numbering: – Type: volume Value: 41 – Type: issue Value: 3 Titles: – TitleFull: Australasian Journal of Educational Technology Type: main |
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