Extended Reality as an Educational Resource in the Primary School Classroom: An Interview of Drawbacks and Opportunities

• Published in: Computers (Basel) 2024-02, Vol.13 (2), p.50
• Main Authors: Fernández-Batanero, José María, Montenegro-Rueda, Marta, Fernández-Cerero, José, López-Meneses, Eloy
• Format: Article
• Language: English
• Subjects: Augmented Reality; benefits; Classrooms; constraints; Distance learning; Education; Education, Primary; Educational technology; ICTs; immersive learning; Impact analysis; Learning; Methods; Pedagogy; Schools; Students; Teachers; Teaching; Technology; Technology application; Virtual reality
• ISSN: 2073-431X; 2073-431X
• DOI: 10.3390/computers13020050

The use of Extended Reality in Primary Education classrooms has emerged as a transformative element that enhances the teaching and learning process of students. In this context, examining the various effects that this tool can generate is essential to identify both the opportunities and limitations that teachers face when incorporating this technology into their practices. The aim of this research is to analyse the impact of the use of Extended Reality as an educational resource in Primary Education, focusing on teachers’ perceptions. The information was collected through semi-structured interviews with 36 active teachers in Primary Education. The analysis of the data obtained identifies the benefits and functionalities offered by the implementation of Extended Reality in Primary Education classrooms, as well as the uncertainties and concerns that teachers have with the implementation of Extended Reality. The results highlight the significant opportunities that Extended Reality offers in the teaching–learning process, provided that teachers are adequately trained. Furthermore, this study offers valuable recommendations to guide future teachers and researchers in the successful integration of this technology into the educational process.