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The challenges of using head mounted virtual reality in K-12 schools from a teacher perspective
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap. (IT i Lärande)ORCID-id: 0000-0002-5592-2964
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap. (IT i lärande)ORCID-id: 0000-0002-3362-7198
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap. (IT i Lärande)
2020 (engelsk)Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Artikkel i tidsskrift (Fagfellevurdert) Epub ahead of print
Abstract [en]

The use of head mounted displays (HMDs) to experience virtual realities (VR) hasbecome increasingly common. As this technology becomes more affordable,immersive and easier to use, it also becomes more serviceable in educationaland training contexts. Even though the technology, content and feasibility forK-12 school purposes are still being developed, it is reasonable to expect thatthe call or ‘push’ to use HMD VR in K-12 schools will increase, especially asthere is now a greater economic interest in the use of digital technologies ineducational contexts. This article aims to inform the process of implementingHMD VR in K-12 contexts by researching the preconditions and challenges of usefrom a teacher perspective. It does this by analysing the organisational, institutional,contextual and practical challenges and opportunities in the implementationof HMD VR in K-12 school contexts. The data draws on (a) interviews, informalconversations and observations of teachers testing HMD VR and different VRapplications in a Digital Learning Lab (DLL) and (b) data from a project involvingupper secondary school history teachers discussing the planned implementation ofHMD VR in their teaching and being in the DLL. The main findings are relatedto: (a) economy and technology, (b) initial learning barriers, (c) organisation andpractical enactment for teaching and learning, (d) curricula, syllabuses and expectedlearning outcomes and (e) teachers’ competences, professional developmentand trust. The consequences for educational contexts and possible waysforward are also discussed.

sted, utgiver, år, opplag, sider
2020.
Emneord [en]
Headmounted displays, Implementation, K-12, Technology, Teacher, Virtual reality
HSV kategori
Forskningsprogram
Innovativt lärande
Identifikatorer
URN: urn:nbn:se:hig:diva-31612DOI: 10.1007/s10639-020-10119-1ISI: 000510310900001Scopus ID: 2-s2.0-85078837745OAI: oai:DiVA.org:hig-31612DiVA, id: diva2:1390419
Prosjekter
IT i LärandeTilgjengelig fra: 2020-01-31 Laget: 2020-01-31 Sist oppdatert: 2020-02-17bibliografisk kontrollert

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Fransson, GöranHolmberg, JörgenWestelius, Claes

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Education and Information Technologies: Official Journal of the IFIP technical committee on Education

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