The Didactic and Pedagogical Potential of Immersive Technologies in Contemporary World Classroom: Opportunities and Limits
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Abstract
Immersive technologies are increasingly used in education. Although some meta-analyses have shown positive outcomes of certain technologies (Chen et al., 2020; Coban et al., 2022), we still need to explore their practical applications in classrooms. While pedagogical benefits have been mentioned several times (Freina et Ott, 2015; Lewis et al., 2022), they may be moderated by numerous challenges in the classroom. In this article, we propose to shed light on two case studies involving the pedagogical use of immersive technology with headsets at the secondary level in the social sciences. The experiences were documented through student focus groups and individual interviews with teachers. The first case aimed to explore the conflict in Syria from different perspectives, using 360-degree videos and a world location visualization app. The second case aimed to encourage students to compare past and present realities in the context of Beijing, using 360 videos and virtual reality. The results showed that immersive technology has potential but several conditions must be in place to achieve effective pedagogical use.
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References
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