Empowering Teachers with VR Technology for Immersive Learning Experiences
DOI:
https://doi.org/10.12928/spekta.v5i2.10968Keywords:
Virtual Reality (VR), teacher competence, training needs, immersive learning experiences, pedagogical strategies, curriculum alignment, student engagement, professional developmentAbstract
Background: The study explores insights from participants' discussions on the utilization of Virtual Reality (VR) technology in education and proposes recommendations to improve teacher competence in this domain.
Contribution: The aim of this study was to identify training needs and educators' preferences in effectively integrating VR tools into their teaching practices.
Method: This method involves collecting statements from participants, including their reflections on the benefits and challenges of using VR in education, as well as their suggestions for improvement.
Results: Through thematic analysis, key findings emerged, showing strong interest among participants in utilizing VR to create immersive and engaging learning experiences. However, participants also expressed the need for additional training to address technical challenges, develop pedagogical strategies, and align the use of VR with curriculum requirements.
Conclusion: Based on these findings, recommendations for follow-up training programs include providing comprehensive training on VR use, offering hands-on practice sessions, showcasing diverse VR applications, emphasizing strategies to increase student engagement, and building ongoing professional development opportunities. By addressing these recommendations, educators can improve their competence in utilizing VR technology to create a more effective and innovative learning environment.
References
E. Jamei, M. Mortimer, M. Seyedmahmoudian, B. Horan, and A. Stojcevski, “Investigating the Role of Virtual Reality in Planning for Sustainable Smart Cities,” Sustainability, vol. 9, no. 11, 2017, doi: 10.3390/su9112006.
Z. Liu, Y. He, P. Demian, and M. Osmani, “Immersive Technology and Building Information Modeling (BIM) for Sustainable Smart Cities,” Buildings, vol. 14, no. 6, 2024, doi: 10.3390/buildings14061765.
D. Kamińska et al., “Virtual Reality and Its Applications in Education: Survey,” Information, vol. 10, no. 10. 2019. doi: 10.3390/info10100318.
M. A. Almulla and S. I. Ali, “Virtual Reality in Education : An Investigation of its Effectiveness in Enhancing Learning Outcomes in Higher Education,” J. Re Attach Ther. Dev. Divers., vol. 6, no. 9s2, pp. 1366–1377, 2023, [Online]. Available: https://jrtdd.com/index.php/journal/article/view/1797/1292.
Y. Georgiou, O. Tsivitanidou, and A. Ioannou, “Learning experience design with immersive virtual reality in physics education,” Educ. Technol. Res. Dev., vol. 69, no. 6, pp. 3051–3080, Dec. 2021, doi: 10.1007/s11423-021-10055-y.
D. Vergara, M. J. G. A. Sánchez, J. Rubio, M. P Extremera, and Á. I. Gómez, “Spatial comprehension of crystal lattices through virtual reality applications,” in ICERI Proceedings, 2019. doi: 10.21125/iceri.2019.0392.
M. A. Rupp, K. L. Odette, J. Kozachuk, J. R. Michaelis, J. A. Smither, and D. S. McConnell, “Investigating learning outcomes and subjective experiences in 360-degree videos,” Comput. Educ., vol. 128, pp. 256–268, 2019, doi: 10.1016/j.compedu.2018.09.015.
P. Araiza-Alba, T. Keane, and J. Kaufman, “Are we ready for virtual reality in K–12 classrooms?,” Technol. Pedagog. Educ., vol. 31, no. 4, pp. 471–491, Aug. 2022, doi: 10.1080/1475939X.2022.2033307.
P. Kaimara, A. Oikonomou, and I. Deliyannis, “Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns,” Virtual Real., vol. 26, no. 2, pp. 697–735, 2022, doi: 10.1007/s10055-021-00563-w.
G. Falloon, “From digital literacy to digital competence: the teacher digital competency (TDC) framework,” Educ. Technol. Res. Dev., vol. 68, no. 5, pp. 2449–2472, 2020, doi: 10.1007/s11423-020-09767-4.
L. I. González-Pérez and M. S. Ramírez-Montoya, “Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review,” Sustainability, vol. 14, no. 3. 2022. doi: 10.3390/su14031493.
C. K. Y. Chan and K. K. W. Lee, “The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers?,” Smart Learn. Environ., vol. 10, no. 1, p. 60, 2023, doi: 10.1186/s40561-023-00269-3.
I. S. Khukalenko, R. Kaplan-Rakowski, Y. An, and V. D. Iushina, “Teachers’ perceptions of using virtual reality technology in classrooms: A large-scale survey,” Educ. Inf. Technol., vol. 27, no. 8, pp. 11591–11613, 2022, doi: 10.1007/s10639-022-11061-0.
B. Yildirim, E. Sahin Topalcengiz, G. Arikan, and S. Timur, “Using Virtual Reality in the Classroom: Reflections of STEM Teachers on the Use of Teaching and Learning Tools,” J. Educ. Sci. Environ. Heal., vol. 6, no. 3, pp. 231–245, 2020, doi: 10.21891/jeseh.711779.
I. Lee, S. Ali, H. Zhang, D. DiPaola, and C. Breazeal, “Developing Middle School Students’ AI Literacy,” in Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, in SIGCSE ’21. New York, NY, USA: Association for Computing Machinery, 2021, pp. 191–197. doi: 10.1145/3408877.3432513.
S. Price, N. Yiannoutsou, and Y. Vezzoli, “Making the Body Tangible: Elementary Geometry Learning through VR,” Digit. Exp. Math. Educ., vol. 6, no. 2, pp. 213–232, 2020, doi: 10.1007/s40751-020-00071-7.
M. Kersting, R. Steier, and G. Venville, “Exploring participant engagement during an astrophysics virtual reality experience at a science festival,” Int. J. Sci. Educ. Part B, vol. 11, no. 1, pp. 17–34, Jan. 2021, doi: 10.1080/21548455.2020.1857458.
A. J. Sundler, E. Lindberg, C. Nilsson, and L. Palmér, “Qualitative thematic analysis based on descriptive phenomenology,” Nurs. Open, vol. 6, no. 3, pp. 733–739, Jul. 2019, doi: 10.1002/nop2.275.
B. Lawless and Y.-W. Chen, “Developing a Method of Critical Thematic Analysis for Qualitative Communication Inquiry,” Howard J. Commun., vol. 30, no. 1, pp. 92–106, Jan. 2019, doi: 10.1080/10646175.2018.1439423.
K. Campbell, “Constructivist research in social work. In A. E. Fortune, W. J. Reid, & R. L. Miller (Eds.), Qualitative research in social work,” Qual. Rep., vol. 26, no. 6, pp. 81–106, 2013.
C. Kwon, “Verification of the possibility and effectiveness of experiential learning using HMD-based immersive VR technologies,” Virtual Real., vol. 23, no. 1, pp. 101–118, 2019, doi: 10.1007/s10055-018-0364-1.
D. Hamilton, J. McKechnie, E. Edgerton, and C. Wilson, “Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design,” J. Comput. Educ., vol. 8, no. 1, pp. 1–32, 2021, doi: 10.1007/s40692-020-00169-2.
S. Grassini, “Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings,” Education Sciences, vol. 13, no. 7. 2023. doi: 10.3390/educsci13070692.
M. Cook et al., “Challenges and strategies for educational virtual reality: Results of an expert-led forum on 3D/VR technologies across academic institutions,” Inf. Technol. Libr., vol. 38, no. 4, pp. 25–48, 2019, doi: 10.6017/ital.v38i4.11075.
M. M. Asad, A. Naz, P. Churi, and M. M. Tahanzadeh, “Virtual Reality as Pedagogical Tool to Enhance Experiential Learning: A Systematic Literature Review,” Educ. Res. Int., vol. 2021, no. 1, p. 7061623, Jan. 2021, doi: 10.1155/2021/7061623.
R. A. Rahimi and G. S. Oh, “Rethinking the role of educators in the 21st century: navigating globalization, technology, and pandemics,” J. Mark. Anal., vol. 12, no. 2, pp. 182–197, 2024, doi: 10.1057/s41270-024-00303-4.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Dwi Sulisworo, Ika Maryani, Dian Artha Kusumaningtyas , Nuniek Rahmatika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with SPEKTA (Jurnal Pengabdian Kepada Masyarakat: Teknologi dan Aplikasi) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
