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

Abstract

The current study aimed to understand the attitudes and perceptions of higher<br/>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.