Level of using Virtual Reality in Improving the learning Process from the Perceptions of Teachers

Document Type : Original Article

Authors

1 - College of the Arab East for Graduate Studies - Riyadh

2 Department of Media and Instructional Technology - College of the Arab East for Graduate Studies - Riyadh - 13544 - Kingdom of Saudi Arabia

Abstract

The study aimed to determine the level of virtual reality (VR) usage from the perspective of teachers and identify the difficulties that hinder the use of VR in the educational process according to their viewpoint. To achieve these objectives, the researcher employed a descriptive-analytical method and administered a questionnaire to a sample of 52 teachers from primary schools affiliated with the Ministry of Education in the Kingdom of Saudi Arabia, specifically in the Riyadh Education Administration. The questionnaire, consisting of 24 items and two dimensions, was developed and validated through expert review before being administered to the sample, with a reliability coefficient of 0.92. Mean scores and standard deviations were used to calculate the level of VR usage from the teachers' perspective. The study yielded the following results: The level of VR usage from the teachers' perspective was high, with a mean score of 2.32. The difficulties and challenges associated with using VR were also reported to be high, with a mean score of 2.40. Based on these findings, the researcher recommended the necessity of training primary school teachers in employing VR techniques in their classrooms to enhance the educational process. Additionally, the study suggested the reinforcement of textbooks with elements that facilitate the utilization of VR to achieve positive outcomes in both teaching and learning processes. Furthermore, the study proposed conducting similar research to assess the level of VR usage from teachers' perspectives in enhancing the educational process across all educational stages

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