The challenges of using head mounted virtual reality in K-12 schools from a teacher perspective

TLDR

Head‑mounted virtual reality is becoming more affordable, immersive, and widely used, and its adoption in K‑12 schools is expected to grow as digital technologies gain economic interest. The article investigates the preconditions and challenges of implementing HMD VR in K‑12 schools from teachers’ perspectives. The study analyzes organisational, institutional, contextual, and practical challenges and opportunities using interviews, informal conversations, observations of teachers in a Digital Learning Lab, and data from a project with upper‑secondary history teachers planning HMD VR implementation. Findings highlight economic and technological constraints, initial learning barriers, organisational and practical enactment issues, curriculum alignment, and teachers’ competencies, professional development, and trust, and discuss implications and possible ways forward for educational contexts.

Abstract

Abstract The use of head mounted displays (HMDs) to experience virtual realities (VR) has become increasingly common. As this technology becomes more affordable, immersive and easier to use, it also becomes more serviceable in educational and training contexts. Even though the technology, content and feasibility for K-12 school purposes are still being developed, it is reasonable to expect that the call or ‘push’ to use HMD VR in K-12 schools will increase, especially as there is now a greater economic interest in the use of digital technologies in educational contexts. This article aims to inform the process of implementing HMD VR in K-12 contexts by researching the preconditions and challenges of use from a teacher perspective. It does this by analysing the organisational, institutional, contextual and practical challenges and opportunities in the implementation of HMD VR in K-12 school contexts. The data draws on (a) interviews, informal conversations and observations of teachers testing HMD VR and different VR applications in a Digital Learning Lab (DLL) and (b) data from a project involving upper secondary school history teachers discussing the planned implementation of HMD VR in their teaching and being in the DLL. The main findings are related to: (a) economy and technology, (b) initial learning barriers, (c) organisation and practical enactment for teaching and learning, (d) curricula, syllabuses and expected learning outcomes and (e) teachers’ competences, professional development and trust. The consequences for educational contexts and possible ways forward are also discussed.