Abstract
The current study aimed to understand the attitudes and perceptions of higher
education (HE) instructors who have previously used immersive virtual reality (IVR) in teaching. This study employed a qualitative design by conducting semistructured interviews with HE instructors from several disciplines and institutions. Using thematic analysis, five major themes were formulated. These included: (a) applications and benefits; (b) curriculum integration; (c) classroom logistics; (d) barriers to application; and (e) evaluation. Instructors were generally positive about using I-VR as a pedagogical tool, proposing a range of novel applications and uses. However, logistical and technical problems were prominent which made implementation and widescale adoption challenging. The implications of these prominent attitudes are discussed, alongside a range of practical recommendations for applied future practice.
education (HE) instructors who have previously used immersive virtual reality (IVR) in teaching. This study employed a qualitative design by conducting semistructured interviews with HE instructors from several disciplines and institutions. Using thematic analysis, five major themes were formulated. These included: (a) applications and benefits; (b) curriculum integration; (c) classroom logistics; (d) barriers to application; and (e) evaluation. Instructors were generally positive about using I-VR as a pedagogical tool, proposing a range of novel applications and uses. However, logistical and technical problems were prominent which made implementation and widescale adoption challenging. The implications of these prominent attitudes are discussed, alongside a range of practical recommendations for applied future practice.
Original language | English |
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Pages (from-to) | 206-238 |
Number of pages | 33 |
Journal | Innovative Practice in Higher Education |
Volume | 4 |
Issue number | 2 |
Publication status | Published - 9 Apr 2021 |
Keywords
- higher education
- virtual reality
- attitudes
- qualitative methods
- thematic analysis