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<p>This study explores the perceptions and learning experiences of students enrolled in the Master of Educational Technology (MET) programme at the University of Rwanda following a three‑day intensive training on Extended Reality (XR) and Virtual Reality (VR) technologies in the Emerging Technologies in eLearning (MET9144) course. Using a mixed‑methods design, quantitative data were collected through an eight‑item Likert‑scale survey measuring engagement, ease of use, conceptual understanding, learning benefits, technical challenges, and confidence in applying XR/VR tools. Qualitative insights were gathered through open‑ended questions to provide deeper explanations of students’ experiences. Eight students participated in the study. Survey responses indicated generally positive perceptions of XR/VR training, with participants reporting enhanced engagement, improved understanding of immersive learning concepts, and confidence in applying XR/VR in educational contexts, while also noting usability and technical challenges. Reliability analysis suggested the instrument was internally consistent. Thematic analysis of qualitative responses reinforced these findings, highlighting both pedagogical benefits and areas requiring further support. Overall, the study provides exploratory evidence that short, intensive XR/VR training can foster student engagement, conceptual understanding, and educator readiness, with implications for integrating immersive technologies into teacher education programmes.</p>

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Postgraduate students acceptance of XR/VR in teacher education using mixed methods in a master’s course in Rwanda

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月20日

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  • Albert Ngiruwonsanga,
  • Olivier Habimana

摘要

This study explores the perceptions and learning experiences of students enrolled in the Master of Educational Technology (MET) programme at the University of Rwanda following a three‑day intensive training on Extended Reality (XR) and Virtual Reality (VR) technologies in the Emerging Technologies in eLearning (MET9144) course. Using a mixed‑methods design, quantitative data were collected through an eight‑item Likert‑scale survey measuring engagement, ease of use, conceptual understanding, learning benefits, technical challenges, and confidence in applying XR/VR tools. Qualitative insights were gathered through open‑ended questions to provide deeper explanations of students’ experiences. Eight students participated in the study. Survey responses indicated generally positive perceptions of XR/VR training, with participants reporting enhanced engagement, improved understanding of immersive learning concepts, and confidence in applying XR/VR in educational contexts, while also noting usability and technical challenges. Reliability analysis suggested the instrument was internally consistent. Thematic analysis of qualitative responses reinforced these findings, highlighting both pedagogical benefits and areas requiring further support. Overall, the study provides exploratory evidence that short, intensive XR/VR training can foster student engagement, conceptual understanding, and educator readiness, with implications for integrating immersive technologies into teacher education programmes.