Jul 2026· Frontiers in Education· 0 citations· 24 references
TL;DR
The need for Emirati localized content development, robust infrastructure, and continuous educational support to benefit from the VR's full potential is highlighted, providing a detailed, context-specific model for VR adoption in a non-Western educational system.
Abstract
Virtual Reality (VR) being an promising tool for immersive learning nowadays, nevertheless, in K-12 classrooms across the UAE, it's still underexplored thus highlighting a research gap in VR in the UAE context. This study collected data from twenty-five teachers in a single UAE private school who used VR with their students. Using qualitative focus group interviews and data thematic analysis, the study explores the teachers' hands-on experiences, perceived educational impacts, challenges, and practical considerations regarding VR integration in the UAE educational context. The findings discussed the discrepancies of VR's perceived educational benefits and the issues associated with integrating VR into education. Themes identified include student involvement and engagement in VR learning, lack of cultural-related curriculum for Arabic implementation, strategies used by teachers to create innovative solutions for classroom delivery with the lack of resources, technical barriers for both students and teachers, and safety-related issues concerning young children using VR technology. One point that emerged was the difference in what VR was presumed to accomplish regarding teaching and learning and how effective VR is when being actively implemented in an actual educational environment. This study highlights the need for Emirati localized content development, robust infrastructure, and continuous educational support to benefit from the VR's full potential. This paper contributes to the growing body of literature on immersive learning by providing a detailed, context-specific model for VR adoption in a non-Western educational system, offering valuable understandings for educators, policymakers, and technology developers.
The impact of using immersive virtual reality (iVR) technologies is well known across the recreational gaming, training, and healthcare sectors. However, iVR’s trajectory into education, especially across schooling contexts, is less known and at an early adoption phase. Only a few studies have deeply interrogated the teacher perspective on the benefits of iVR or how it is positioned pedagogically alongside curriculum as a powerful digital learning technology. This article reports on an exploratory descriptive survey of 66 Australian school teachers, two-thirds of whom had experience using iVR in classroom. The survey combined closed- and open-ended questions to elicit teachers’ demographic and professional profiles, technical choices, pedagogical applications, perceived benefits, barriers to use, and professional learning needs. Descriptive statistics and thematic analysis were used to compare the perspectives of iVR users and non-users. Findings reveal that early adopters demonstrated innovative pedagogical applications and a strong emphasis on student engagement, while non-users cited cost, access, and curriculum alignment as key barriers. The study provides valuable insights into the enablers and constraints of iVR integration and contributes evidence to inform professional learning, policy development, and scaling strategies in Australian schools.
The growing use of immersive technologies in language education has intensified interest in how teachers evaluate their pedagogical value and feasibility. Although previous research has documented the potential of Virtual Reality (VR) for language learning, less is known about how teachers interpret its classroom use in relation to institutional digital conditions. This descriptive qualitative study explored the perceptions and experiences of five English teachers who had prior exposure to VR-supported activities. Data were generated through semi-structured interviews and limited classroom observations and were analyzed thematically. The teachers described VR as offering immersive and contextual opportunities for language practice and perceived that some learners participated more readily during VR-supported activities. They also reported constraints related to device access, connectivity, preparation time, curriculum alignment, professional learning, and uneven institutional support. The findings indicate that teachers' experiences of VR were shaped not only by perceived pedagogical affordances but also by the resources, norms, and support available in their institutions. Because student competence, motivation, and anxiety were not directly measured, these findings should be interpreted as teacher perceptions supported by limited observational indications. The study contributes a context-sensitive account of the conditions teachers considered when using VR in English language teaching and highlights the need for pedagogically aligned materials, professional development, and realistic institutional planning.
Mohammad Noor Zuhri, Ahmad Lizamuddin· Edulite: Journal of English...· 0 citations
Immersive learning has emerged as one of the most transformative innovations in 21st-century education. This conceptual review paper critically examines the comparative impact of immersive technologies—Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)—on secondary education. Drawing on current empirical and theoretical literature (2020–2025), it explores how immersive environments enhance student engagement, cognitive development, and academic performance. The paper integrates theoretical foundations such as constructivism, experiential learning, and cognitive load theory to provide a conceptual framework for understanding immersive learning. Findings from contemporary studies reveal that immersive technologies foster deeper learning, improve motivation, and support collaboration and creativity in learners, particularly in STEM and experiential subjects. However, challenges including accessibility, teacher readiness, cost, and infrastructure persist, especially in developing contexts such as Nigeria. The paper concludes with implications for curriculum integration, teacher training, and policy, and offers recommendations for equitable and sustainable adoption of immersive technologies in secondary education.
Unknown authors· International Journal of Adv...· 0 citations
This article presents the results of an empirical study examining the potential of immersive technologies—Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)—in the professional training of future teachers within the context of the digital transformation of education. The study aims to identify pedagogical competencies developed through the use of immersive educational environments and to analyze the advantages and limitations associated with implementing VR/AR/MR technologies in educational practice. The methodological framework is based on J.C. Flanagan’s Critical Incident Technique and the Behaviorally Anchored Rating Scales (BARS) developed by P.C. Smith and L.M. Kendall, adapted for the analysis of teachers’ digital competencies. The study involved 186 engineering students enrolled in teacher training programs. The findings indicate that participants primarily associate the use of VR/AR/MR technologies with the development of communicative, informational, and technological competencies, while also perceiving immersive environments as a means of enhancing interactivity and the practical orientation of learning. At the same time, several factors limiting technology implementation were identified, including insufficient digital preparedness of educators, infrastructural constraints, and organizational barriers. The findings suggest that, according to the participants’ perceptions, the effectiveness of immersive technologies may be associated not only with the technological availability of solutions but also with teachers’ level of digital competence and the quality of technology integration into the educational environment.
G. Shangytbayeva, A. Shaikhanova, Zh.Zh. Zhumagaliyeva et al.· Bulletin of Manash Kozybayev...· 0 citations
VR is highlighted as gaining high educational effect when it becomes part of blended learning models and user-centered design principles and it facilitates affective engagement, skill acquisition, and learner motivation.
V. S. A. Goud, K. C, Manimekalai R et al.· Genetics and Molecular Resea...· 0 citations
The perceptions of intermediate-level Chinese as a foreign language (CFL) students toward a VR-embedded station rotation learning model are explored, revealing seven themes: five positive—VR technology, vividness, practice, personalization, and receiving help—and two negative—challenging tasks and technology use.
