Implementing immersive virtual reality in higher education: a qualitative study of instructor attitudes and perspectives

David Hamilton, Jim McKechnie, Edward Edgerton, Claire Wilson

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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
Original languageEnglish
Number of pages33
JournalInnovative Practice in Higher Education
Volume4
Issue number2
Publication statusPublished - 30 Apr 2021

Keywords

  • higher education
  • virtual reality
  • attitudes
  • qualitative methods
  • thematic analysis

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