Implementing Virtual Reality in Special Education: Teachers' Perspectives.
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,...
| Publicado en: | International Journal of Disability, Development & Education Vol. 73; no. 2; pp. 263 - 279 |
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| Autores principales: | , , , , , |
| Formato: | research Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=191629652&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191629652 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 1034912X 54Q jtl: International Journal of Disability, Development & Education issn: 1034912X maglogo: N pubinfo: dt: Mar2026 vid: 73 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 191629652 180793248 191629652 191629652 10.1080/1034912X.2024.2427603 191629652 ppf: 263 ppct: 16 formats: tig: atl: Implementing Virtual Reality in Special Education: Teachers' Perspectives. aug: au: Dechsling, Anders Vister, Oda Marie Johansen, Trine Elise Børtveit, Line Herikstad, Yngve Nordahl-Hansen, Anders affil: Department of Education, ICT and Learning, Østfold University College, Halden, Norway sug: subj: Virtual Reality Education, Special Faculty Attitudes Evaluation Workload Implementation Science Schools, Secondary Human Qualitative Studies Urban Population Rural Population Thematic Analysis Semi-Structured Interview Resource Allocation Attitude to Computers Support, Social Peer Group Quality Assessment Learning Environment ab: 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. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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