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Teachers' Perceptions of Using Virtual Reality Technology in Classrooms: A Large-Scale Survey

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Title: Teachers' Perceptions of Using Virtual Reality Technology in Classrooms: A Large-Scale Survey
Language: English
Authors: Khukalenko, Iuliia Sergeevna, Kaplan-Rakowski, Regina (ORCID 0000-0002-6769-7784), An, Yunjo, Iushina, Vera Dmitrievna
Source: Education and Information Technologies. Sep 2022 27(8):11591-11613.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Teacher Attitudes, Computer Simulation, Technology Uses in Education, Electronic Learning, Teacher Surveys, Teaching Methods, Technology Integration, Foreign Countries
Geographic Terms: Russia
DOI: 10.1007/s10639-022-11061-0
ISSN: 1360-2357
1573-7608
Abstract: High-immersion virtual reality (VR) technology is often associated with gaming. Yet, it is increasingly popular in educational contexts due to its potential to engage and motivate learners. Prior to VR technology integration in the classroom, the acceptance or resistance toward VR needs to be explored. This paper reports the results obtained from a large-scale (N = 20,876) survey on teachers' attitudes toward the use of VR for education. The survey explored the relationships between the teachers' VR integration level and their instructional approaches, as well as the frequency of VR use. Furthermore, the survey yielded answers on the relationship between the availability of information technology (IT) personnel and the frequency of VR use. Overall, teachers had moderately positive perceptions of the use of VR in education. There was no strong correlation between instructional approaches and the level of VR integration, but lower levels of VR integration were associated with more traditional teaching approaches. The results revealed a positive correlation between the level of VR integration and the frequency of VR use. However, the VR frequency use had a weak correlation with the availability of IT personnel.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1352908
Database: ERIC
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  Data: High-immersion virtual reality (VR) technology is often associated with gaming. Yet, it is increasingly popular in educational contexts due to its potential to engage and motivate learners. Prior to VR technology integration in the classroom, the acceptance or resistance toward VR needs to be explored. This paper reports the results obtained from a large-scale (N = 20,876) survey on teachers' attitudes toward the use of VR for education. The survey explored the relationships between the teachers' VR integration level and their instructional approaches, as well as the frequency of VR use. Furthermore, the survey yielded answers on the relationship between the availability of information technology (IT) personnel and the frequency of VR use. Overall, teachers had moderately positive perceptions of the use of VR in education. There was no strong correlation between instructional approaches and the level of VR integration, but lower levels of VR integration were associated with more traditional teaching approaches. The results revealed a positive correlation between the level of VR integration and the frequency of VR use. However, the VR frequency use had a weak correlation with the availability of IT personnel.
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