Implementing Virtual Reality in Special Education: Teachers’ Perspectives

Abstract

ABSTRACT Developments in Virtual Reality (VR) technology have led to an increased use in research, practice, and for entertainment purposes. There is also a perceived applicability and suitability of the technology for educational purposes. For VR to be properly implemented in schools and special education, there is a need for understanding what teachers, special education teachers, and student teachers view as important implementation factors. We interviewed a total of 13 Norwegian teachers in which eight were interviewed individually and five were interviewed as a group. We thematically analysed the data, which resulted in five themes of implementation factors: training and knowledge, networks, resources, positive attitudes, and technological features. This study provides the educational-technology community with important insights from stakeholders for a successful implementation of VR in education. The themes elucidate the success factors, possible pitfalls, or challenges in implementing VR, and the perceived workload for the school personnel. Our findings are in line with existing research on the implementation of desktop computer technology, and we extended the scope to include VR technology in educational settings.