Abstract
The integration of immersive technologies, such as 360-degree virtual reality (VR) in education presents a promising avenue for enhancing teaching and learning. However, educators often face challenges due to limited technical expertise and resource constraints. This study examined the usability and readiness of educators in adopting the 360 VR Educator platform – a tool grounded in Mayer’s (2005) cognitive theory of multimedia learning – which enables educators to create interactive lessons using 360-degree videos and images. These can be experienced in fully immersive modes (via Google Cardboard and Android smartphones) or semi-immersive modes (via Android tablets). A total of 45 educators participated in a usability evaluation using the System Usability Scale provided qualitative feedback through open-ended responses. The Technology Readiness Index was also employed to assess their adoption readiness. Findings revealed acceptable usability, with educators appreciating the platform’s immersive and interactive capabilities. However, some reported difficulties with the interface and navigation. The analysis indicated that optimism and innovativeness significantly influenced platform acceptance. Over 80% of participants expressed willingness to recommend the platform to peers. The study underscores the importance of training and technical support and affirms the potential of 360 VR tools in transforming traditional teaching methods through immersive learning experiences.
Implications for practice or policy:
Structured training programmes should be provided to help educators effectively integrate 360 VR into their teaching practices.
360 VR technology should be incorporated into subjects where visualisation and spatial understanding can enhance student learning.
Institutions should promote a culture of innovation to encourage educators to adopt immersive technologies.
Clear guidelines and user-friendly resources should be developed to support educators in creating VR content.
Opportunities should be created for educators to share VR teaching experiences and best practices with peers.
Implications for practice or policy:
Structured training programmes should be provided to help educators effectively integrate 360 VR into their teaching practices.
360 VR technology should be incorporated into subjects where visualisation and spatial understanding can enhance student learning.
Institutions should promote a culture of innovation to encourage educators to adopt immersive technologies.
Clear guidelines and user-friendly resources should be developed to support educators in creating VR content.
Opportunities should be created for educators to share VR teaching experiences and best practices with peers.
| Original language | English |
|---|---|
| Pages (from-to) | 62-83 |
| Number of pages | 22 |
| Journal | Australasian Journal of Educational Technology |
| Volume | 41 |
| Issue number | 3 |
| DOIs | |
| Publication status | E-pub ahead of print - 27 Jun 2025 |
Keywords
- 360-degree virtual reality (VR)
- immersive learning
- professional development
- usability evaluation
- System Usability Scale (SUS)
- Technology Readiness Index (TRI)
- digital pedagogy
