VR-Technology in Teaching: Opportunities and Challenges

Autor/inn/en	Graeske, Caroline; Sjöberg, Sofia Aspling
Titel	VR-Technology in Teaching: Opportunities and Challenges
Quelle	In: International Education Studies, 14 (2021) 8, S.76-83 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Computer Simulation; Teaching Methods; Technology Uses in Education; Secondary School Students; Student Motivation; Student Attitudes; Teacher Attitudes; Technological Literacy; Foreign Countries; Secondary School Teachers; Pedagogical Content Knowledge; Game Based Learning; Sweden + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sekundarschüler; Schulische Motivation; Schülerverhalten; Lehrerverhalten; Technisches Wissen; Ausland; Pädagogische Kompetenz; Schweden
Abstract	Use of virtual reality (VR) to teach in upper-secondary schools has become more common during recent years. This article discusses the implementation and testing of VR to teach Swedish in upper-secondary school, a pilot study carried out during the 2020/2021. The purpose of this study is to investigate how VR can be used to teach Swedish, what possibilities and challenges arise from using VR as a learning resource. The method used was inspired by action-based research, where teachers and researchers together, in a symmetrical and complementary approach, explore and evaluate an action. Central theoretical perspectives were TPACK-competences and design principles for gamified learning. The results indicate that students' motivation increases by possibilities to co-create, co-design and customize their own learning, where the students solve problems and consider and reflect on their own learning. Both students and teachers point out didactical potentials and explain that VR technology offers many opportunities, but cannot exist on its own. It must function in accordance with the curriculum and regulatory documents of the educational institution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01