Implementing Immersive Virtual Reality in Higher Education: A Qualitative Study of Instructor Attitudes and Perspectives

David Hamilton, Jim McKechnie, Edward Edgerton, Claire Wilson


The current study aimed to understand the attitudes and perceptions of higher education (HE) instructors who have previously used immersive virtual reality (I-VR) in teaching. This study employed a qualitative design by conducting semi-structured 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.   

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