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<p>Immersive virtual reality (IVR), as presented through headsets, is becoming increasingly relevant in education, especially in STEM fields, due to its potential to make complex concepts more accessible. Despite empirical evidence revealing the potential of IVR, its adoption in primary schools remains low. The objective of this paper is to examine the level of acceptance and intention to use IVR among different stakeholders in Swiss primary schools. To achieve this, we conducted online questionnaires with directors (<i>n</i> = 37), teachers (<i>n</i> = 70), and parents/caregivers (<i>n</i> = 202). The results indicated considerable variability in the responses, with a general resistance to integrating IVR being detected across all groups. Common reasons for this resistance included high costs, technical challenges, and uncertainty about IVR’s pedagogical value. However, we found that individuals who saw value in IVR were more likely to express the intention to integrate it into their schools. We discuss the importance of bridging the gap between IVR research and the reality of school implementation through targeted projects to encourage its integration into primary education.</p>

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Are primary schools ready for immersive virtual reality? Resistance among stakeholders

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月12日

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  • Sarah Schnyder,
  • Josua Dubach,
  • Lucas Dall’Olio,
  • Sebastian Tempelmann,
  • Trix Cacchione,
  • Corinna S. Martarelli

摘要

Immersive virtual reality (IVR), as presented through headsets, is becoming increasingly relevant in education, especially in STEM fields, due to its potential to make complex concepts more accessible. Despite empirical evidence revealing the potential of IVR, its adoption in primary schools remains low. The objective of this paper is to examine the level of acceptance and intention to use IVR among different stakeholders in Swiss primary schools. To achieve this, we conducted online questionnaires with directors (n = 37), teachers (n = 70), and parents/caregivers (n = 202). The results indicated considerable variability in the responses, with a general resistance to integrating IVR being detected across all groups. Common reasons for this resistance included high costs, technical challenges, and uncertainty about IVR’s pedagogical value. However, we found that individuals who saw value in IVR were more likely to express the intention to integrate it into their schools. We discuss the importance of bridging the gap between IVR research and the reality of school implementation through targeted projects to encourage its integration into primary education.