Virtual Reality in Teacher Education: Insights from Pre-Service Teachers in Resource-limited Regions

TL;DR

This study investigates pre-service teachers' perceptions of VR in teacher education within resource-limited Ghana, highlighting its potential benefits and challenges, and suggesting the need for further empirical research to optimize VR integration.

Contribution

It provides qualitative insights into the perceptions and challenges of using VR for teacher training in resource-limited settings, a relatively unexplored area.

Findings

VR is seen as engaging and interactive for experiential learning.

Participants view VR as a promising alternative to online learning.

Key challenges include infrastructure, internet, and equipment access.

Abstract

This study explores the perceptions, challenges, and opportunities associated with using Virtual Reality (VR) as a tool in teacher education among pre-service teachers in a resource-limited setting. Utilizing a qualitative case study design, the study draws on the experiences and reflections of 36 Ghanaian pre-service teachers who engaged with VR in a facilitated lesson for the first time. Findings reveal that initial exposure to VR generated a positive perception, with participants highlighting VR's potential as an engaging and interactive tool that can support experiential learning. Notably, many participants saw the VR-facilitated lesson as a promising alternative to synchronous online learning, particularly for its ability to simulate in-person presentations. They believe VR's immersive capabilities could enhance both teacher preparation and learner engagement in ways that traditional teaching often does not, especially noting that VR has the potential of addressing expensive educational field trips. Despite these promising perceptions, participants identified key challenges, including limited infrastructure, unreliable internet connectivity, and insufficient access to VR equipment as perceived challenges that might hinder the integration of VR in a resource-limited region like Ghana. These findings offer significant implications for educational policymakers and institutions aiming to leverage VR to enhance teacher training and professional development in similar contexts to consider addressing the perceived challenges for successful VR integration in education. We recommend further empirical research be conducted involving pre-service teachers use of VR in their classrooms.