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Language Teachers' Beliefs about Using High-Immersion Virtual Reality

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Title: Language Teachers' Beliefs about Using High-Immersion Virtual Reality
Language: English
Authors: Kaplan-Rakowski, Regina (ORCID 0000-0002-6769-7784), Dhimolea, Tetyana Kucher, Khukalenko, Iuliia Sergeevna
Source: Education and Information Technologies. Oct 2023 28(10):12505-12525.
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: 21
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Computer Simulation, Educational Technology, Language Teachers, Teacher Attitudes, Teaching Methods, Teaching Experience, Technology Integration, Technical Assistance, Knowledge Level, Correlation
DOI: 10.1007/s10639-023-11686-9
ISSN: 1360-2357
1573-7608
Abstract: Using Virtual Reality (VR) in educational contexts is becoming increasingly common. The ability of VR to provide authentic learning experiences is making it a particularly promising platform for language learning, but the research on its acceptance among language teachers is scarce. This paper reports the results obtained from a large-scale (N = 2,176) survey on language teachers' beliefs toward the use of VR for education. The survey explored the relationships between language teachers' beliefs about using VR in a classroom and their teaching experiences, such as previous use of VR for teaching, their stages of VR technology integration, and their preferred teaching approaches. Furthermore, the survey yielded answers on the relationship between the availability of information technology (IT) personnel in language teachers' schools. We found that practical knowledge and past experiences of incorporating VR in teaching were crucial determinants of teachers' positive beliefs, showing that teachers were motivated to adopt VR technology in their classrooms if they had previously used it. Language teachers' favorable beliefs were also positively correlated with the availability of IT personnel in their schools.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1394569
Database: ERIC
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  Data: Using Virtual Reality (VR) in educational contexts is becoming increasingly common. The ability of VR to provide authentic learning experiences is making it a particularly promising platform for language learning, but the research on its acceptance among language teachers is scarce. This paper reports the results obtained from a large-scale (N = 2,176) survey on language teachers' beliefs toward the use of VR for education. The survey explored the relationships between language teachers' beliefs about using VR in a classroom and their teaching experiences, such as previous use of VR for teaching, their stages of VR technology integration, and their preferred teaching approaches. Furthermore, the survey yielded answers on the relationship between the availability of information technology (IT) personnel in language teachers' schools. We found that practical knowledge and past experiences of incorporating VR in teaching were crucial determinants of teachers' positive beliefs, showing that teachers were motivated to adopt VR technology in their classrooms if they had previously used it. Language teachers' favorable beliefs were also positively correlated with the availability of IT personnel in their schools.
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