Exploring the Potential of Immersive Virtual Reality in Italian Schools: A Practical Workshop with High School Teachers

• Published in: Multimodal technologies and interaction 2023-12, Vol.7 (12), p.111
• Main Authors: Romano, Marco, Frolli, Alessandro, Aloisio, Alessandro, Russello, Claudio, Rega, Angelo, Cerciello, Francesco, Bisogni, Fabio
• Format: Article
• Language: English
• Subjects: Access to education; Collaboration; Conferences, meetings and seminars; Curricula; Distance education; Distance learning; Education; Educational evaluation; Educational objectives; Experiential learning; Fruit industry; High schools; Immersive virtual reality; Information retrieval; Learning; learning experience; Lifelong learning; Literature reviews; metaverse; Quality of education; Schools; Students; Sustainable development; Systematic review; Teachers; Training; Virtual communities; Virtual reality; Workshops; Workshops (Educational programs)
• ISSN: 2414-4088; 2414-4088
• DOI: 10.3390/mti7120111

In recent years, there has been a surge of interest in affordable and accessible extended reality devices. Big tech companies like Apple and Meta have announced advanced devices expected to become more prevalent in everyday life. As younger generations embrace immersive digital realities for socialization, entertainment, and information retrieval, there is a need to explore immersive digital technologies that support experiential learning and reevaluate educational approaches. In Italy, the COVID-19 pandemic has sparked a growing interest in immersive virtual reality (VR) and the metaverse for distance education. However, the integration of VR in Italian schools could be faster, primarily due to cost and teacher knowledge challenges. Our study aims to involve high school teachers in a practical workshop to assess their knowledge, skills, and intention to use VR in their teaching after brief training. The focus is on evaluating the acceptability of VR for educational purposes among Italian high school teachers. The workshop involved up to 16 teachers at once and was repeated eight times to reach 120 teachers. Participants received VR training and explored three educational VR applications. The results show that teachers are interested in learning and integrating VR into their lessons. They believe it can enhance teaching practices by actively engaging students and enabling experiential learning. This work provides an overview of the current state of VR in education, describes the workshop with high school teachers, and presents the obtained results.