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The rapid development of virtual reality (VR) technology has triggered a significant expansion of VR applications in educational settings. This study seeks to understand the extent to which these applications meet the expectations and pedagogical needs of university instructors. We conducted semi-structured interviews and observations with 16 university-level instructors from Oregon State University to gather insights into their experiences and perspectives regarding the use of VR in educational contexts. Our qualitative analysis reveals detailed trends in instructors’ requirements, their satisfaction and dissatisfaction with current VR tools, and the perceived barriers to broader adoption. The study also explores instructors’ expectations and preferences for designing and implementing VR-driven courses, alongside an evaluation of the usability of selected VR applications. By elucidating the challenges and opportunities associated with VR in education, this study aims to guide the development of more effective VR educational tools and inform future curriculum design, contributing to the enhancement of digital learning environments.
Rangarajan et al. (Mon,) studied this question.