International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923 – Vol 17 No 08 (2023) Paper—The Current Perceptions About Instructional Tools in Educational Towards Adoption of Virtual… The Current Perceptions About Instructional Tools in Educational Towards Adoption of Virtual Reality Among Undergraduate Students https://doi.org/10.3991/ijim.v17i08.36935 Ghaliya Al Farsi1(), Azmi bin Mohd. Yusof1, Mohd Ezanee Bin Rusli1, Maryam AlSinani2 1 College of Graduate Studies, Universiti Tenaga Nasional, Kajang, Malaysia 2 College of Graduate Studies, University Malaysia, Kuala Lumpur, Malaysia galfarsi@buc.edu.om Abstract—Virtual reality (VR) has emerged as a major tool in this field of research and education development. However, many challenges arise for stu- dents during the course of instruction and learning. The learning process, the placement of support assessment variables, and the behavioral intention to con- tinue using it within the learning spectrum are crucial to the success of virtual reality in the educational sector. The goals of this study are to inquire into the degree to which VR is now being utilized in the field of education. In addition, Thematic analysis was used to analyze the data since it provided an applicable approach to use across the interviews, many methods combined into this study. The study polled 32 teachers and analyzed the results with advanced analysist tools. All of the proposed points were determined using the data analysis. The finding of this paper that the initial round of interviews questions were aimed to discover more about the participants' backgrounds, including work titles and gen- der. The current study was intending to ability to use VR as an instructional tool was discovered as shown in the results of the survey interview in this paper. Keyword—technology learning, virtual reality System, thematic analysis 1 Introduction Modern technology appears to be an effective method of teaching students. Com- puter technology has made them more common in teaching during the previous few decades. They have clearly become increasingly essential in recent years, not only as an effective and efficient supplement to traditional methods of education, but also as the primary source of knowledge and the development of professional abilities [1] [2] [3]. However, the SARS-CoV-2 virus epidemic prompted a rapid shift, with many uni- versities increasingly relying on apps and information systems to teach. People didn't see each other as frequently during a pandemic, which meant they couldn't go to phys- ical facilities, equipment, and other necessities. Such an occurrence made it difficult, and for a time, it even halted some forms of trips, internships, and real-world training. Considering globalization, we must be mindful that such events may occur again, and iJIM ‒ Vol. 17, No. 08, 2023 169 https://doi.org/10.3991/ijim.v17i08.36935 mailto:galfarsi@buc.edu.om Paper—The Current Perceptions About Instructional Tools in Educational Towards Adoption of Virtual… we must devise new methods of teaching that make use of modern teaching instruments. When it comes to this issue, virtual reality technology is one of the most effective so- lutions [4] [5] [6]. the behavioral intention to continue using it within the scope of learning, the development of support evaluation variables, and the learning process are among the most important key factors affecting the process of education and the conti- nuity of education, and it is essential for the success of virtual reality in the educational sector, which enhances the instillation of a true sense of the student [7] [8] [9] [10]. As technology advances, an educator may be curious in how technology may be integrated into the core of learning. They may also pay attention to future innovations that may provide them with a diverse set of teaching strategies to employ in the class- room. This phenomenon has resulted in a new method of teaching that is extremely different from how people have been learning for the last decade [11]. This new strategy is based on commonplace technologies such as the Internet and mobile phones. To stay up with this quick rate of change, educational researchers must continue to investigate how these changes may affect their classrooms and how learning in general may change [2] [12] [9] [13] [14] [15]. Educators and researchers have both contributed to a better knowledge of how to best integrate real-world activities into online learning. VR technology have advanced significantly, allowing learners to interact with virtual environments. According to this study, using VR may assist students enhance their academic standards and perfor- mance. In the classroom, students should be taught how to use new VR technologies ( [16]. Advanced virtual reality learning environments could be built to bridge the theo- retical learning in traditional classrooms with the real-world application of knowledge in virtual reality environments. Virtual reality, along with the Internet and other modern communication, visualisation, and simulation technologies, is a significant technical tool for building learning environments that provide students with a more authentic learning experience [17]. The existing literature on the use of virtual and augment reality in education is sum- marized in the learning efficacy of online virtual platforms and the factors influencing student virtual learning experiences [42][43]. According to [18], perceived usefulness and playfulness were significant factors in predicting students' attitudes and behaviour intentions to use these technologies for learning, although ease-of-use was not. [19] researched computer-supported collaborative classrooms based on the UTAUT2 model and discovered that all examined parameters influence student acceptance and utilisa- tion. Performance expectancy, effort expectancy, social influence, facilitating situa- tions, hedonic motivation, price value, trust, self-efficacy, and personal innovativeness are among the factors studied. Overall, the studies reviewed above aided in a better understanding of the challenges surrounding the usage of virtual reality technologies in education. One could claim that a body of knowledge has been accumulated in this field. However, there are flaws in the present under-researched literature that demand further investigation in this topic. The research questions that guide this study is as follow: What are the Omani universities' current perceptions about instructional tools in ed- ucational settings towards the adoption of virtual reality among undergraduate stu- dents? 170 http://www.i-jim.org Paper—The Current Perceptions About Instructional Tools in Educational Towards Adoption of Virtual… The goal of this research is to determine learners' understanding of VR as a learning medium and to research on the implementation of VR in the educational institution. The research draws on previous studies by filling the void by observing the understand- ing of student acceptance of technology. The objective which are aimed to be achieved in this study is as follows: To identify the Omani universities' current perceptions about instructional tools in educational settings towards adoption of virtual reality among undergraduate students. This paper is divided into multiple sections; starting from the literature review which contain the historical development of virtual reality, then the role of virtual reality in education, Teaching and learning with VR. next are the interview data analysis, the themes based on the interviews information, lastly ended with a discussion and conclu- sion. 2 Literature review The term "virtual reality" has no precise meaning. Individuals have the same mean- ings, but the specific meaning of VR appears to vary based on the context. Its descrip- tion and context have likewise changed dramatically in recent decades. The term "vir- tual" has also been used in the context of computers to indicate something fictitious that is generated by mechanical equipment. VR was used to define hardware such as standalone simulators, CAVEs, and head-mounted displays (HMDs) [20]Virtual reality has also been used to describe advancements such as computer-generated virtual envi- ronments and large multi-layered role-playing games. For example, [21]illustrated the need of distinguishing between simulated 2D screen interactions and perceptions using real 3D VR, such as HMDs [21] [22] [23] [24] [25]. [26] defined virtual reality as a computer-generated cosmos that can be seen as phys- ical. This is comparable to how many people define virtual reality now [26]. [27], on the other hand, described VR as "creating targeted behaviour in an organism through artificial sensory input when the organism has little to no experience with interference." This description includes several of the most important characteristics of VR and does not limit the concept to any specific hardware or software. This demonstrates that vir- tual reality is more than just a computer-based experience; it can also be utilised as a target vision [27]. Although the phrase "virtual reality" is imprecise, certain VR-related terminology is designed to limit its definition. There have been various previous names for VR over the years before it was eventually created to be what it is now. For example, the term "virtual worlds" predates the term "VR," although they are now routinely used inter- changeably [27].In terms of interpretation, the words "virtual" and "realities" are also somewhat contradictory [26]. Alternative words such as "vitality" exist but are rarely used. As a result, the preferred term will be abbreviated as "VR" in this work. "Increased reality" often refers to viewing the physical environment via a glass or camera, with virtual objects or graphics affecting the observed surroundings. In this context, the term "VR" often refers to totally synthetic environments, but it is not con- fined to computer-generated visuals. The term "mixed reality" refers to the combination iJIM ‒ Vol. 17, No. 08, 2023 171 Paper—The Current Perceptions About Instructional Tools in Educational Towards Adoption of Virtual… of virtual reality, augmented reality, and everyday reality. With advances in unifying technology, these boundaries are no longer as clear, and a new term known as "X real- ity" has been developed to encapsulate all aspects of VR [27]. It's difficult to determine when VR was originally conceived, therefore it depends on the environment. Stereoscopes, for example, were invented in the 1800s and used to make a pair of images appear three-dimensional. View-Master further optimised the lightweight form of this technology, which resembled what is now known as Google Cardboard. This was not the case with VR; it was simply the beginning of 3D images. The Haunted Swing, which was created in the 1800s, was a mechanical illusion that may be described as a type of VR experience. A group of individuals may be continu- ously spinning on the Ghost Coaster, but the atmosphere around them may be com- pletely reversed, giving the impression that the ride itself is moving quickly for the participants. This has produced very close to motion-like effects to what the current VR systems have produced today, and the setup is technically a 360-degree VR experience. As time progressed, technological improvements in the 1900s brought along new innovations, some of which were similar to present VR equipment. Not only in this period, but science fiction has also begun to incorporate the concept of parallel life and to question the essence of reality. Pygmalion's Spectacles may have been the first sci- ence fiction tale to depict a human seeing another realm through spectacles [26]. This is the closest thing to what contemporary augmented reality headsets strive to and can do. During this time, the first flight simulators were also produced, with the military being the target consumers. These simulators were, of course, unusual at first, but they were swiftly adopted by the military throughout WWII [26]. The Sensorama, created by Morton Heilig in the mid-1900s, was a fantastic film experience. It was a stationary platform featuring a lot of interesting features, including a broad colour field vision, stereo audio, motion benches, fans, and even smell sensors (Jerald, 2018). Ivan Sutherland later created the Damocles Blade, the first genuine head-mounted monitor with head-tracking and computer-generated visuals [26]. With the first incredibly cheap and effective HMDs at the end of the 1900s, aug- mented reality finally boomed as its own company. Jaron Lanier has also used the term "virtual reality" correctly in this occasion. Modern virtual interfaces and applications for leisure and research have also been created, and well-known firms have invested in virtual reality (Jerald, 2018). Since the end of the 1990s, VR has made a variety of promises, and hopes have been high—it was evident that technology had not yet been able to deliver [26]. Moving on to the present, VR was rather "silent" in the early 2000s. Of course, a variety of fields have been developed, but no considerably new or innovative discover- ies have been discovered. However, in the 2010s, VR began to rebalance and boom once more. Until now, VR has only been available in limited situations, such as combat simulations or medical schools. Oculus released the first consumer-friendly VR HMDs in 2013, followed by its own versions. This was great news for the area of virtual reality, since its low price made it more affordable to users, and its promise to the gaming industry encouraged many major firms to invest in VR. Along with price, another major aspect of the most recent HMDs was a much larger FOV (Field of View), which has a profound influence on user interface and immersion [20]. 172 http://www.i-jim.org Paper—The Current Perceptions About Instructional Tools in Educational Towards Adoption of Virtual… The state of VR is now more understandable as a result of this brief history of its evolution. Technology has advanced sufficiently to allow augmented reality to be used in mainstream education rather than just specialized high-level training. Although it has been established that VR is more than simply HMDs and the like, the concept of VR used in this research is computer-generated environments that replicate the actual world. Because education is an important component of this research, the primary focus will be on newer, more user-friendly, and simple-to-use VR technologies, particularly different HMDs. People have benefited from the advantages of VR's other appealing features. Previ- ously, VR was thought to be quite effective in teaching, with simulators becoming one of the first VR deployments. HMDs and other VR devices can be utilized as standard- ized educational mediums, where they may offer some additional benefits and may even outperform traditional pedagogical mediums in some situations [28]. There are numerous benefits to adopting VR in training. VR has been shown to be beneficial in military and surgical training over long periods of time. Nonetheless, it was critical in this analysis to focus on the changes that would be realized as a result of the implementation of VR in educational settings. examined a number of articles on the use of HMDs in the classroom. VR benefits can be divided into three categories: per- ceptual, psychomotor, and emotional ability development [20]. These are general-pur- pose benefits, but they are equally valuable to all students. Cognitive talents are particularly significant in educational settings since a wide range of studies are conducted to foster and sharpen such skills. The usage of HMDs to produce thinking abilities has simplified the recognition and recall of similar visual and spatial dimensions. It is critical to focus such studies on these elements so that the stun- ning VR environment does not interfere with the learning process. According to [29], the usage of VR in education improves students' perception of space but is less effective in gaining precise knowledge. Psychomotor talents are typically strengthened by consistent practice of anything. Using a head-mounted display (HMD) can help to improve one's psychomotor and learning skills in a computer environment, which can then be applied in the real world. Acquiring VR psychomotor expertise may be more appropriate for higher education, as it normally necessitates more powerful haptic immersion technology. However, it is not acceptable in the educational setting of this study. According to [30] , VR was most successful in settings that tested or challenged physical experiences. Traveling back in time to historical periods or to inaccessible real-life areas like as space and around the planets was involved [30]. When people fantasise about time travel for educational purposes, history is frequently the first thing that comes to mind. Digital models can be viewed and transferred between historical timelines with ease. It is generally preferable to teach history from many views rather than using specific works from certain perspectives. Aside from entering practically impossible locales, VR can be used to "fly" to other places, such as foreign countries. For example, using VR to take a virtual field trip to historical sites can help students learn about history. Since it has been demonstrated that VR improves students' understanding of space, it has been an excellent tool for teaching physics, geography, and astronomy. iJIM ‒ Vol. 17, No. 08, 2023 173 Paper—The Current Perceptions About Instructional Tools in Educational Towards Adoption of Virtual… Virtual reality environments can also be duplicated in standard classrooms or labor- atories. Teachers can now see their lessons via a more contextualized, multimedia lens. The VR spectrum may contain an endless number of machines and gadgets of various types employed in various areas. Students are encouraged to practice their skills and learn new techniques in VR environments, but a proper approach is required and em- phasized because the physical and virtual environments are not fundamentally the same. VR practice is often safe and easily repeated. Some hazardous or unethical situations and preparation may even be carried out in VR without endangering the user. Danger- ous settings, for example, may be more suitable for those in higher education, because safety is heavily emphasized in secondary school. 3 Methodology 3.1 Interview data analysis Thematic analysis was used to analyze the data since it provided an applicable ap- proach to use across the interviews. Thematic analysis, according to [31], is a "tech- nique for detecting, interpreting, and reporting patterns (themes) within data" (p. 6). A thematic analysis discovered developing themes and what they represented for the issue based on how effectively each person's experiences were comprehended. The inter- views were aimed for Omani teachers or educators. An interviewing strategy was cho- sen to acquire data from selected participants. the study polled 32 teachers. the de- mographics or characteristics of the participants includes four females and twenty-nine male teachers from various universities in Oman. Thematic analysis was used in this study to discover common themes. Words, phrases, and similar concepts were discovered after appearing multiple times while reading the transcripts. The data analysis yielded six themes in total: "familiarity with technology, differentiated instruction, student ownership, performance and outcomes, difficulties and barriers, and effective teaching." The term "theme" refers to the degree to which it is logical and accurate to compare one person's statements with those of another. It is reasonable to believe that one person's worldview can be related to that of another. Taking it for granted, as explained here, may appear to be a logical thing to do. 174 http://www.i-jim.org Paper—The Current Perceptions About Instructional Tools in Educational Towards Adoption of Virtual… Fig. 1. Themes that determine learners' knowledge of VR It was vital to highlight that each participant had prior experience with specific types of VR technology. Only individuals with prior expertise with VR technology were cho- sen for this study; those without such experience were not invited to the interview. As a result, the researcher questioned participants with prior VR experiences prior to per- forming the interview. The initial round of interview questions was aimed to discover more about the participants' backgrounds, including work titles and gender. The second set of interview questions was created to find broad questions about significant ele- ments of VR for teaching and the objective of technology in education. The remaining six questions were aimed to provide more detailed information about the adoption of VR technology in education. By the end of the interviews, all participants had the op- portunity to provide further remarks if they so desired. 4 The themes based on the interview’s information Themes were created based on the information obtained from the interviews. To avoid problems caused by transcribing process misinterpretation, the transcripts were completed manually. Within a few weeks of the last interview, all the transcripts were ready for data analysis (Sapsford & Jupp, 1996). Before developing the final themes, all transcriptions were carefully read numerous times to achieve saturation and to ac- quire a basic sense of the total data. Reading aided in the choice of keywords, drawing concepts, and documenting some observations that acted as codes. All codes were com- pared and developed into themes, which were then condensed into larger ones based on the conducted interviews. Six themes have been identified: familiarity with technology; themes that determine learners' knowledge of VR familiarity with technology differentiate d instruction effective teaching student ownership performance and outcomes difficulties and barriers iJIM ‒ Vol. 17, No. 08, 2023 175 Paper—The Current Perceptions About Instructional Tools in Educational Towards Adoption of Virtual… differentiated instruction; student ownership; performance and outcomes; issues and barriers; and effective teaching. Table provides an overview of the interview questions and resulting themes [31]. Table 1. Overview of Interview Questions and Themes Interview Questions Themes What are important features you like in VR in your teaching? Familiarity with technology, Effective teaching What is the goal of technology in education? Familiarity with technology, Differentiated instruc-tion What do you think of virtual reality as an instruc- tional tool? Familiarity with technology, Differentiated instruc- tion How do you recognize the adoption of virtual reality over other technology learning tools? Familiarity with technology, Differentiated instruc- tion, Performance and outcomes, Effective teaching How do you see the adoption of virtual reality in your institution? Familiarity with technology, Differentiated instruc- tion, Effective teaching How do you evaluate students’ outcomes and perfor- mance after the adoption of virtual reality? Familiarity with technology, Differentiated instruc- tion, Student ownership, Performance and out- comes What are the barriers and assets in adopting virtual reality? Issues and barriers What is the future of virtual reality in education? Familiarity with technology, Performance and out-comes, Effective teaching The VR gadget piqued the interest of the lecturers. The majority of lecturers and participants agreed that VR has the potential to capture students' attention. It is a method of attracting students' attention; it appears very appealing, and practically all of them have experience with similar technology or through games. Lecturers, in particular, said that they might use VR to teach specific topics. Furthermore, teachers stated that VR technology appealed to them as a terrific interactive tool for motivating and engaging students. They believed that good teaching must involve students in the learning pro- cess while also motivating them to study more. Similarly, VR appears to be capable of incorporating real-life scenarios or locations into lectures. It will alter kids' learning environments. Besides that, instructors agreed on the importance of adopting new tech- nology. Lecturers showed an interest in employing VR technology to make pedagogical content more exciting. 5 Discussion The primary purpose of the study was to investigate the usage of digital media, with a focus on VR applications, and how this could be successfully adopted in education in Oman. Digital media is a fast-expanding field of knowledge that has the potential to significantly alter students' learning results. VR technology, in particular, is the new educational future. These types of tools (VR) must be integrated into the curriculum. This study uses a case study to focus on understanding the foundation and structures of VR applications being adopted in several universities in Oman. In particular, VR 176 http://www.i-jim.org Paper—The Current Perceptions About Instructional Tools in Educational Towards Adoption of Virtual… shines in circumstances where physical presence becomes unlikely, as physical encoun- ters can threaten human life or even violate the law. During the latest (2020) COVID- 19 pandemic, the call for VR has again gained popularity as it protects individuals from physical touch—this makes gatherings, encounters, and events have an impressive at- mosphere. Teachers across the globe use VR to send students on augmented journeys, which minimizes loss of motivation due to social alienation, and this majorly involves home-bound learners [32]. The interviews result show that teachers stated that VR tech- nology appealed to them as a terrific interactive tool for motivating and engaging stu- dents. They believed that good teaching must involve students in the learning process while also motivating them to study more. The contributions of this study show that VR technology appealed to teachers as a terrific interactive tool for motivating and engaging students. They believed that good teaching must involve students in the learn- ing process while also motivating them to study more. The study includes some limita- tion as the teachers of the survey analyses found. It found that there are numerous po- tentials for teachers to employ virtual reality in primary education. 6 Conclusion The current study was intended to be a case study in which VR technology was in- troduced to Omani colleges and the ability to use VR as an instructional tool was dis- covered. This study demonstrated and yielded interesting results. Based on the information obtained from the interviews. Teachers reported that the adoption process went smoothly because the students had already been exposed to many sorts of technologies in the classroom and in their daily life. In fact, virtual reality (VR) offered a new level of excitement, was interactive, improved pupils' learning, and could engage learners. teachers agreed that they needed to stay up with the new digital environment since the next generation of learners was more receptive of technology than ever before. Furthermore, virtual reality assisted lecturers in supporting learning objectives, improving learners' comprehension, and even taking them beyond prior knowledge levels. While this study yielded interesting results, it does have certain drawbacks. The study mentions a limitation in terms of the findings, which may be limited to the demographics and technology evaluated. And there are numerous poten- tials for teachers to employ virtual reality in primary education. 7 Acknowledgement This research is funded by the publication Fund under the Tan Sri Leo Moggie Chair of Energy Informatics, University Tenage Nasional. iJIM ‒ Vol. 17, No. 08, 2023 177 Paper—The Current Perceptions About Instructional Tools in Educational Towards Adoption of Virtual… 8 References [1] F. Abdullah and R. 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Halaweh, "Model of Emerging Technology Adoption(META): Virtual Reality as a Case Study," Journal of Information & Knowledge Management, pp. 1 -18, 2019. https://doi.org/ 10.1142/S0219649219500205 [35] R. M. M. S. I. &. A. G. Tawafak, "Development of framework from adapted TAM with MOOC platform for continuity intention," International Journal of Advanced Science and Technology, pp. 1681-1691(29)1, 2020. 9 Authors Ghaliya AlFarsi, she is working in AlBuraimi University College with experience of more than 15 years. Currently, she is a Ph.D. candidate in Malaysia. She published more than 50 papers between Scopus journals and peer-reviewed conferences. Azmi bin Mohd. Yusof is Assoc. Prof in Computing and Information college. Uni- versiti Tenaga Nasional, Malaysia. His master’s degree in Computer Science, Western Michigan University, MI, USA, 1988. BSc in Computer Science, Wichita State Univer- sity, KS, USA, 1986. Most of his publications are Scopus-indexed. His current research interests include virtual reality, imaging, and visualization. Mohd Ezanee Bin Rsuli is Associate Professor in the Computing and Informa-tion College, Universiti Tenaga Nasional, Malaysia. Most of his publications are Scopus- indexed. His current research interests include virtual reality, imaging, and visualiza- tion. Maryam AlSinani, she is working in AlBuraimi University College with experience of more than 5 years. Currently, she is a Ph.D. candidate in Malaysia university. She published more than 10 papers between Scopus journals and peer-reviewed confer- ences. Article submitted 2022-11-19. Resubmitted 2023-01-07. Final acceptance 2023-01-07. Final version pub- lished as submitted by the authors. 180 http://www.i-jim.org https://doi.org/10.1177/0047287518818915 https://doi.org/10.1191/1478088706qp063oa https://doi.org/10.1142/S0219649219500205 https://doi.org/10.1142/S0219649219500205