Work-in-Progress—VR Implementation in Classrooms: A TPACK Perspective

Abstract

Research studies have generally focused only on VR learning’s advantages and the introduction of learning content through VR, rather than providing useful information to support educators in integrating VR into their classrooms. In this work-in-progress paper, we aim to determine what preparations should be considered and organized as a VR-based learning arrangement. The Technological Pedagogical Content Knowledge (TPACK) framework is a useful lens that provides insight on how to successfully implement VR in the classroom. Through a literature review of research studies, we identify considerations teachers and instructors should consider before implementing VR in their classrooms. Aligned with the TPACK framework’s Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK) areas, VR features such as demanding a high quantity of data and enough space require teachers and instructors to prepare sufficient internet connection, batteries, individual physical spaces and prior experience as TK components. Similarly, VR experiences depend on personal activities, and the arrangement of educational goals, assessment systems and applications for the classroom’s diversity is crucial.