Exploring Psychology Lecturers’ Attitudes Towards Mobile Virtual Reality: Opportunities, Barriers, and Educational Potential

Abstract

Virtual Reality has the capacity to facilitate novel and unique learning experiences for higher education students. Despite this, economic and accessibility challenges continue to limit its widespread adoption. This study explores psychology lecturers' attitudes towards cost-effective Mobile-VR. Sixteen psychology lecturers engaged with Mobile-VR headsets and participated in online focus groups. Using Constant Comparison and Micro-Interlocutor Analysis, five themes were generated: (a) Accessibility of Mobile Virtual Reality, (b) Embodied Learning, (c) Engagement, Reflection, and Classroom Collaboration, (d) Curriculum Integration, and (e) Barriers to the Adoption. Lecturers strongly supported Mobile-VR, recognising its ease of use and potential to enhance learning through immersive, embodied experiences, as well as fostering deeper understanding. However, financial constraints and the lack of high-quality 360° content pose significant barriers. The study highlights the need for institutional support, staff training, and bespoke content to better integrate Mobile-VR into the psychology curricula, enhancing the student experience.  

Keywords: Virtual Reality; Higher Education; Psychology; Qualitative Methods; Attitudes