A Mixed-Methods Case Study of K-12 Teachers' Perceptions of Virtual Reality Integration with English Language Learners

Abstract

This mixed-methods case study examined K-12 language teachers' perceptions of integrating immersive virtual reality (VR) into their instruction through two frameworks: the Technological Pedagogical and Content Knowledge (TPACK) framework and the Technology Acceptance Model (TAM). Using a case study approach, I summarized the findings from a survey of 168 teachers and interviews with 12 teachers, presenting them in four major categories: challenges, opportunities, motivations, and recommendations. Head-mounted devices (HMDs) of VR posed several challenges related to hardware, students, costs, time, content, and assessment. HMDs also provided opportunities for language enrichment, personalization, concept simplification, peer collaboration, and integration with artificial intelligence (AI). Furthermore, participants were motivated by students’ achievements and enjoyment, reduced workload, and innovative technology. Finally, teachers recommended selecting appropriate hardware and software, familiarizing themselves with VR, aligning VR with learning goals, engaging in professional development, setting clear rules and expectations for learners, and conducting pilot tests before the actual VR implementation.