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Lecturers’ Perceptions of Virtual Reality as a Teaching and Learning Platform

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ICT Education (SACLA 2018)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 963))

Abstract

Virtual Reality (VR) is increasingly being acknowledged as a useful platform for education. In South Africa, however, VR is mainly recognized as an entertainment platform. Hence, the potential benefits of VR and its perceived ease of use within the South African higher education setting have not been widely investigated. Therefore, using the Technology Adoption Model (TAM), this paper investigates the perceived usefulness (PU) and ease of use (PEOU) of VR by lecturers. This paper also identifies the perceived challenges to the adoption of VR as a teaching and learning platform from a higher education perspective, and suggests how those challenges may be overcome.

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Notes

  1. 1.

    Academic ranks in South Africa: ‘junior lecturer’, ‘lecturer’, ‘senior lecturer’, ‘associate professor’, ‘(full) professor’.

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Author information

Authors and Affiliations

  1. Department of Information Systems and Technology, University of Kwa Zulu Natal, Pietermaritzburg, South Africa

    Zhane Solomon, Nurudeen Ajayi, Rushil Raghavjee & Patrick Ndayizigamiye

Authors
  1. Zhane Solomon
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  2. Nurudeen Ajayi
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  3. Rushil Raghavjee
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  4. Patrick Ndayizigamiye
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Corresponding author

Correspondence to Rushil Raghavjee .

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Editors and Affiliations

  1. Department of Information Systems, University of Cape Town, Cape Town, South Africa

    Salah Kabanda

  2. Computer Science, University of Cape Town, Rondebosch, Cape Town, South Africa

    Hussein Suleman

  3. University of Pretoria, Pretoria, South Africa

    Stefan Gruner

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Solomon, Z., Ajayi, N., Raghavjee, R., Ndayizigamiye, P. (2019). Lecturers’ Perceptions of Virtual Reality as a Teaching and Learning Platform. In: Kabanda, S., Suleman, H., Gruner, S. (eds) ICT Education. SACLA 2018. Communications in Computer and Information Science, vol 963. Springer, Cham. https://doi.org/10.1007/978-3-030-05813-5_20

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  • DOI: https://doi.org/10.1007/978-3-030-05813-5_20

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  • Print ISBN: 978-3-030-05812-8

  • Online ISBN: 978-3-030-05813-5

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