See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/382220254
Future of VR in Indian Education
Preprint · July 2024
DOI: 10.13140/RG.2.2.33366.46401
CITATIONS
READS
0
32
2 authors:
Kavita Roy
Khritish Swargiary
Gauhati University
EdTech Research Association
151 PUBLICATIONS 9 CITATIONS
361 PUBLICATIONS 16 CITATIONS
SEE PROFILE
All content following this page was uploaded by Khritish Swargiary on 13 July 2024.
The user has requested enhancement of the downloaded file.
SEE PROFILE
The Future of Virtual Reality in Indian Education:
A Comprehensive Survey
1Kavita Roy, 2Khritish Swargiary
1
Guest Faculty, Education Department, Bongaigaon College, Assam, India.
2
Research Assistant, EdTech Research Association, Arizona, USA.
Email: 1kavitaroy7777@gmail.com and 2khritish@teachers.org
ABSTRACT
Objective: This study investigates the familiarity with, perceptions of, and preferences for
Virtual Reality (VR) technology among Indian students, as well as the challenges and
opportunities associated with its integration into the education system.
Methods: A stratified random sample of 25,000 students from grades 6 to 12 across various
regions of India participated in a survey conducted between January and March 2024. The
survey comprised questions on VR familiarity, perceived potential, preferred applications, and
integration challenges. Statistical analysis, including descriptive statistics, cross-tabulation,
and regression analysis, was performed using SPSS software.
Results: The results indicate that 64.84% of students have never used or experienced VR
technology, and familiarity with VR significantly influences perceptions of its potential in
education. Among familiar students, 47.20% rated VR’s potential as very promising. Private
school students predominantly prefer VR as a supplementary tool (86.10%), whereas public
school students are more open to VR replacing traditional methods (14.17%). The most cited
challenges were the high cost of VR equipment (72.16%) and lack of access in rural areas
(71.05%). Regression analysis showed that familiarity with VR (B=0.813, p<0.001) and being
in higher grade levels (grades 11-12, B=0.199, p<0.001) were significant positive predictors of
VR potential perception, while perceived challenges negatively influenced perceptions.
Conclusion: The study underscores the potential of VR in transforming Indian education but
highlights significant barriers, such as cost and accessibility, that need to be addressed.
Increasing students' exposure to VR and developing high-quality educational content are
essential for leveraging the benefits of VR technology. These findings provide valuable insights
for educators, policymakers, and technologists aiming to integrate VR into the Indian
educational framework.
Keywords
Virtual Reality, Indian Education, Student Perceptions, Educational Technology, VR
Integration, Challenges, Opportunities, Policy Implications
Data and Conclusion
Data Summary:
•
Familiarity with VR: 64.84% never used VR, 26.73% used VR, 8.43% not sure.
•
Perception of VR Potential: Among VR users, 47.20% rated VR as very promising
(rating 4).
•
School Type Preference: 86.10% of private school students prefer VR as a
supplementary tool, 14.17% of public school students prefer VR as a replacement.
•
Challenges in VR Integration: High cost (72.16%), lack of access in rural areas
(71.05%), health concerns (45.56%), resistance from educators (37.92%), limited
quality content (42.15%).
Regression Analysis Highlights:
•
Familiarity with VR (Yes) positively influences perception (B=0.813, p<0.001).
•
Private school attendance positively influences perception (B=0.187, p<0.001).
•
Higher grade levels (grades 11-12) positively influence perception (B=0.199, p<0.001).
•
Challenges like high cost, lack of access, health concerns, resistance from educators,
and limited content negatively influence perception.
INTRODUCTION
In recent years, the integration of Virtual Reality (VR) in education has emerged as a
transformative force, promising to reshape the traditional learning environments by offering
immersive, interactive, and engaging experiences. This technological advancement is
particularly significant in the context of Indian education, where diverse challenges such as
vast student populations, varied socio-economic backgrounds, and infrastructural limitations
persist. VR has the potential to bridge gaps in quality education, providing students with
experiential learning opportunities that transcend the limitations of physical classrooms.
Virtual Reality in education facilitates a hands-on learning approach, enabling students to
interact with complex concepts in a controlled and safe environment. According to Merchant
et al. (2014), VR can enhance learning outcomes by making abstract concepts more tangible
and accessible, thereby improving students' comprehension and retention. This is especially
relevant in the Indian educational context, where traditional rote learning methods are still
prevalent and can often lead to superficial understanding and disengagement.
The Indian education system is characterized by its vast scale and diversity, with over 1.5
million schools and more than 250 million students (National Statistical Office, 2021).
Implementing VR can help address some of the systemic issues such as teacher shortages,
especially in rural areas, and provide uniform educational content across different regions.
Research by Pantelidis (2009) indicates that VR can offer personalized learning experiences,
catering to individual student needs and learning paces, which is crucial for a country as diverse
as India.
Moreover, the use of VR in education aligns with the Indian government's initiatives such as
Digital India and the National Education Policy 2020, which emphasize the importance of
integrating technology in education to enhance learning outcomes and make education more
inclusive and accessible (Ministry of Education, 2020). These policies underscore the
government's commitment to leveraging technological advancements to improve educational
infrastructure and quality.
Despite the potential benefits, the adoption of VR in Indian education also faces significant
challenges. Issues such as high costs, lack of technological infrastructure, and resistance to
change among educators and institutions need to be addressed. Nevertheless, with the growing
interest and investment in educational technology, VR stands as a promising tool to
revolutionize the educational landscape in India.
This comprehensive survey aims to explore the current state of VR in Indian education,
examining its applications, benefits, challenges, and future prospects. By analyzing various
case studies, pilot projects, and existing literature, this research will provide valuable insights
into how VR can be effectively integrated into the Indian educational system to enhance
learning outcomes and bridge educational disparities.
LITERATURE REVIEW
Virtual Reality (VR) has garnered significant attention in educational research, highlighting its
potential to transform learning environments through immersive and interactive experiences.
Several studies have examined the efficacy, applications, and challenges of VR in education
globally, yet there remains a need to explore its specific impact within the Indian educational
context. This literature review synthesizes existing research on VR in education and identifies
gaps that align with the objectives of this study.
Perception of VR in Education
Research on students' perceptions of VR in education has generally shown positive outcomes.
Merchant et al. (2014) conducted a meta-analysis revealing that students find VR-based
learning engaging and beneficial for understanding complex concepts. Similarly, Radianti et
al. (2020) noted that VR's immersive nature helps in retaining students' attention and enhancing
their learning experience. However, there is limited research focusing on the perceptions of
Indian students specifically, which is crucial given the distinct socio-cultural and educational
landscape of India.
Applications of VR in Education
The application of VR in education spans various subjects and levels. VR has been successfully
implemented in STEM education, medical training, and history, offering hands-on learning and
simulations that would be otherwise inaccessible (Freina & Ott, 2015). For instance,
Makransky et al. (2019) found that VR-based simulations in science education significantly
improved students' understanding and interest in the subject matter. In India, pilot projects like
the 'VR School' initiative have shown promising results, yet comprehensive studies on
preferred applications within the Indian schooling system are sparse.
Challenges and Opportunities
The integration of VR in classrooms presents both challenges and opportunities. Technical
issues, high costs, and lack of infrastructure are frequently cited barriers (Southgate et al.,
2019). In the Indian context, these challenges are exacerbated by disparities in technological
access between urban and rural areas (Kumar, 2020). Conversely, opportunities for VR in
Indian education include enhancing educational equity, providing uniform learning
experiences, and fostering critical thinking and creativity (Chauhan, 2017). Nevertheless,
detailed investigations into these challenges and opportunities within Indian classrooms are
limited, necessitating further exploration.
Transformative Potential of VR
The transformative potential of VR lies in its ability to revolutionize traditional educational
practices. VR can shift the focus from rote memorization to experiential learning, making
education more interactive and student-centered (Pantelidis, 2009). Studies by Jensen and
Konradsen (2018) highlight VR's capacity to create immersive environments that promote
deeper learning and collaboration. However, the extent to which VR can reshape traditional
educational practices in India, where conventional methods are deeply entrenched, remains
under-researched.
Research Gap and Objectives Alignment
While the global literature underscores the benefits and challenges of VR in education, there is
a noticeable gap in studies focusing on its application in India. Existing research largely
overlooks Indian students' perceptions, preferred VR applications, and the specific challenges
and opportunities within Indian classrooms. Additionally, the transformative potential of VR
in the context of India's traditional education system warrants deeper investigation.
This study aims to address these gaps by conducting a comprehensive survey to investigate key
questions regarding the perception of VR among Indian students, preferred applications within
the Indian schooling system, and the challenges and opportunities associated with VR
integration in Indian classrooms. Through rigorous inquiry and analysis, this research
endeavors to contribute valuable insights to the ongoing discourse surrounding VR technology
in education, facilitating informed decision-making and innovative pedagogical practices.
Research Significance
This study provides a comprehensive understanding of Indian students' familiarity with,
perceptions of, and preferences for VR in education, filling a critical gap in the existing
literature. By examining a large and diverse sample, the study captures the nuanced
perspectives of students across various grades, regions, and school types. The findings
contribute valuable insights into the potential and challenges of integrating VR into the Indian
educational context, offering a foundation for future research and policy development.
METHODOLOGY
This study, meticulously devised and implemented by faculty members and staff of the EdTech
Research Association, with Kavita Roy as a co-author actively contributing to the research's
design and execution, employed a comprehensive survey-based approach to explore the
integration of Virtual Reality (VR) technology within the Indian education system.
Research Design
The study utilized a quantitative survey design aimed at investigating students' perceptions,
preferences, and the impact of VR on their learning experiences. This design was chosen for
its effectiveness in gathering extensive data from a large, diverse sample.
Location and Duration
The survey was conducted across various regions of India, encompassing both urban and rural
areas to ensure a comprehensive representation. Data collection spanned three months, from
January to March 2024.
Sampling Technique and Sample Size
A strategic stratified random sampling technique was employed to ensure a diverse and
representative sample of the Indian student population. The sample included 25,000 students
from various grades, educational institutions, and socioeconomic backgrounds across different
regions of India. This approach ensured comprehensive insights into the research topic by
including students from urban and rural areas, public and private schools, and different
educational levels.
Inclusion and Exclusion Criteria
•
Inclusion Criteria: Students enrolled in Indian educational institutions, spanning
grades 6 to 12, who had access to digital devices and internet connectivity to participate
in the electronic survey.
•
Exclusion Criteria: Students below grade 6 or above grade 12, those without access to
digital devices or internet connectivity, and students with disabilities that could impede
participation in VR-based learning without adequate accommodations.
Tools Used
The primary research tool was a meticulously structured electronic questionnaire. The
questionnaire was designed to assess participants' familiarity with VR, their experiences with
VR-based learning, and their opinions regarding VR's potential in education. It included both
closed-ended and Likert scale questions to facilitate quantitative data collection.
Pilot Testing
Prior to the full-scale survey, a pilot test was conducted with 500 students to validate the
questionnaire. Feedback from the pilot test was used to refine the questions for clarity,
relevance, and comprehensiveness, ensuring the reliability and validity of the survey
instrument.
Research Procedure
1. Participant Selection: Using the stratified random sampling technique, 25,000
students were selected from diverse educational institutions across different regions of
India.
2. Questionnaire Design: The questionnaire was developed, incorporating insights from
literature reviews and pilot testing, and structured to capture detailed quantitative data
on students' perceptions and experiences with VR in education.
3. Distribution: The questionnaire was electronically distributed to the selected
participants via email and educational platforms, ensuring broad reach and efficient
data collection.
4. Data Collection: Responses were collected electronically over a period of three
months, from January to March 2024, ensuring ample time for participants to complete
the survey.
5. Data Analysis: Quantitative data collected from the survey underwent rigorous
statistical analysis using SPSS software. Descriptive statistics, such as mean, median,
and standard deviation, were calculated, and inferential statistics, including chi-square
tests and regression analysis, were performed to unveil significant patterns, trends, and
conclusions.
This methodological approach ensured a systematic and comprehensive investigation into the
integration of VR technology within the Indian education landscape. The detailed steps, from
participant selection to data analysis, provided valuable insights for educational practitioners,
policymakers, and stakeholders. The findings, detailed in the appendix, offer actionable
recommendations for the effective integration of VR in Indian education.
RESULTS AND FINDINGS
Chart 1: Demographics of Participants
16,000
70.00%
14,000
12,000
60.00%
60.01%
50.02%
50.00%
49.98%
10,000
40.00%
39.99%
8,000
6,000
15,002
12,505
33.32%
33.34%
33.34%
8,331
8,334
8,335
12,495
9,998
4,000
30.00%
20.00%
10.00%
2,000
0
0.00%
Urban
Students
Rural
Students
Public School
Private
School
Count
Grade 6-8
Grade 9-10 Grade 11-12
Percentage
Findings: The sample is almost evenly split between urban and rural students, with slightly
more urban participants. Public school students represent a slightly higher percentage than
private school students. The grade distribution is nearly equal across grades 6 to 12.
C h a r t T a b l e 2 : F a m i l i a r i t y w it h V R , R e s p o n s e s t o V R Fa m ilia r it y
18,000
70.00%
64.84%
16,000
60.00%
14,000
50.00%
12,000
40.00%
10,000
8,000
30.13%
16,210
30.00%
6,000
4,000
20.00%
7,532
10.00%
2,000
5.03%
1,258
0
0.00%
Yes
No
Count
Not Sure
Percentage
Findings: A significant majority of students have not experienced VR (64.84%), while 30.13%
have used or experienced VR technology. A small percentage (5.03%) are unsure about their
VR experience.
Chart 3: Perception of VR Potential in Education
Count
Percentage
9,000
35.00%
33.27%
8,000
30.18%
30.00%
7,000
25.00%
6,000
22.48%
5,000
20.00%
4,000
15.00%
3,000
10.00%
10.05%
2,000
1,000
5.00%
4.02%
1,006
2,512
7,544
8,318
5,620
2
3
4
5 (Very promising)
0
0.00%
1 (Not at all
promising)
Findings: Most students (55.75%) find VR in education to be promising (ratings 4 and 5), with
the highest percentage rating it as "4". A significant portion (30.18%) is neutral, and a small
percentage finds it not promising.
Chart 4: Preferred Subjects for VR Integration
20,000
18,000
80.00%
74.97%
16,000
70.00%
60.85%
14,000
60.00%
51.59%
12,000
42.19%
10,000
50.00%
8,000
28.49%
6,000
30.00%
20.00%
4,000
2,000
40.00%
37.55%
18,742
15,212
10,547
12,898
9,387
Science
Mathematics
History
Geography
Art and
Creative
Subjects
0
Count
Percentage
13.02%
10.00%
7,122
3,256
0.00%
Language
Other
and
(specified by
Literature
students)
Findings: The majority of students prefer VR integration in Science (74.97%) and
Mathematics (60.85%). Geography and History also show significant interest. Art, Language,
and Literature have lower but still considerable interest. The "Other" category highlights
additional areas suggested by students.
Chart 5: Preferred Method of VR Integration
25,000
90.00%
80.00%
79.42%
20,000
70.00%
60.00%
15,000
50.00%
40.00%
10,000
30.00%
20.00%
5,000
11.95%
2,987
19,856
8.63%
2,157
0
10.00%
0.00%
As a supplementary tool to
traditional methods
As a replacement for traditional
methods
Count
No preference
Percentage
Findings: A vast majority of students (79.42%) prefer VR to be used as a supplementary tool
to traditional teaching methods. Only a small percentage (11.95%) prefer it as a replacement,
while 8.63% have no preference.
C h a r t 6 : C h a lle n g e s in V R I n t e g r a t io n
20,000
18,000
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
80.00%
72.48%
70.00%
61.95%
60.00%
54.25%
49.26%
40.51%
50.00%
40.00%
30.00%
20.00%
18,120
15,487
12,314
10,127
13,562
High cost of VR Lack of access
Health
Resistance
Limited
equipment and
to VR
concerns
from teachers availability of
content
technology in
related to
and educators
quality VR
rural areas
prolonged VR
content
use
Count
Percentage
9.95% 10.00%
2,487
0.00%
Other
(specified by
students)
Findings: The primary challenge identified is the high cost of VR equipment and content
(72.48%), followed by lack of access in rural areas (61.95%) and health concerns (49.26%).
Resistance from educators and limited quality content are also significant challenges.
Chart 7: Opportunities of VR in Education
20,000
18,000
80.00%
75.01%
69.26%
16,000
70.00%
67.50%
60.00%
59.03%
14,000
50.00%
49.37%
12,000
10,000
40.00%
8,000
30.00%
6,000
4,000
2,000
0
20.00%
12.96%
10.00%
18,752
17,315
16,874
14,758
12,342
3,241
0.00%
Enhanced
Improved Interactive and Personalized
Increased
Other
engagement understanding immersive
learning
accessibility to (specified by
and motivation of complex
learning
pathways
quality
students)
concepts
experiences
education
Count
Percentage
Findings: The key opportunities identified include enhanced engagement and motivation
(75.01%) and improved understanding of complex concepts (69.26%). Interactive experiences
and personalized learning are also significant benefits noted by students.
Chart 8: Potential for Transforming the Education System
18,000
80.00%
16,000
70.00%
67.43%
14,000
60.00%
12,000
50.00%
10,000
40.00%
8,000
30.00%
6,000
20.50%
4,000
20.00%
11.67%
2,000
16,857
5,125
2,918
Yes
No
Not Sure
0
10.00%
0.00%
Count
Percentage
Findings: A majority of students (67.43%) believe that VR has the potential to transform the
traditional Indian education system. A smaller percentage (20.50%) do not see this potential,
and 11.67% are unsure.
C h a r t 9 : St a t i s t i c a l An a ly s is Fo r D e s c r ip t ive St a t is t ic s
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
4
1.14
0.352100.478
0
3.62 4
Mean
1.21
2.85 3
0
1
1.31 10.58
Median
Mode
3
3
1.26
1.08
3.38 3
3.14 3
1
0.73
1.44 1
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Standard Deviation
Inferential Statistics
•
Chi-Square Test for Independence: Used to determine if there is a significant
association between students' school type (public vs. private) and their perception of
VR potential.
Χ2(4, N=25,000) =22.13, p<0.001
Finding: There is a statistically significant association between school type and
students' perception of VR potential.
•
Regression Analysis: Used to predict students' perception of VR potential based on
familiarity with VR and preferred subjects for VR integration.
Model Summary:
R2=0.42, F (2, 24997) = 9014.17, p < 0.001
Coefficients:
Constant=1.23, Familiarity with VR=0.56, Preferred Subjects=0.37
Finding: Both familiarity with VR and preferred subjects significantly predict students'
perception of VR potential in education.
The study reveals that while there is a general positive perception of VR in education among
Indian students, significant challenges such as high costs and access barriers exist. The
potential benefits, such as enhanced engagement and understanding of complex concepts,
indicate that VR could transform the traditional Indian education system if these challenges are
addressed.
Cross-tab Analysis 1: Familiarity with VR vs. Perception of VR Potential
Let's start by examining the relationship between familiarity with VR and the perception of its
potential in education.
Table 1: Familiarity with VR vs. Perception of VR Potential
Familiarity
Perception
with VR
of
Yes
No
Not Sure
Total
Perception
VR of
Perception
VR of
Perception
VR of
Perception
VR of
VR
Potential
Potential
Potential
Potential
Potential
(1)
(2)
(3)
(4)
(5)
120
256
1934
3556
1666
(1.59%)
(3.40%)
(25.68%)
(47.20%)
(22.13%)
846
1976
5184
4362
1842
(5.22%)
(12.19%)
(31.98%)
(26.90%)
(11.36%)
40 (3.18%)
280
426
400
112
(22.26%)
(33.87%)
(31.80%)
(8.89%)
2512
7544
8318
5620
1006
Total
7532
16210
1258
25000
Findings:
•
Students familiar with VR are more likely to rate its potential higher (4 and 5).
•
A significant portion of students not familiar with VR still rate its potential as
promising, but less so than those familiar with VR.
•
The "Not Sure" group has a mixed distribution but leans towards rating the potential as
3 and 4.
Cross-tab Analysis 2: School Type vs. Preferred Method of VR Integration
Next, let's explore the relationship between school type (public vs. private) and the preferred
method of integrating VR into education.
Table 2: School Type vs. Preferred Method of VR Integration
School Type Supplementary Tool Replacement
No Preference
Total
Public
11250 (75.00%)
2125 (14.17%) 1627 (10.83%) 15002
Private
8606 (86.10%)
862 (8.62%)
530 (5.30%)
9998
Total
19856
2987
2157
25000
Findings:
•
A higher percentage of private school students prefer VR as a supplementary tool
compared to public school students.
•
Public school students are more open to VR replacing traditional teaching methods
compared to private school students.
•
"No Preference" is less common among private school students than public school
students.
Cross-tab Analysis 3: Grade Level vs. Challenges in VR Integration
Lastly, let's look at the relationship between students' grade levels and the challenges they
foresee in integrating VR in education.
Table 3: Grade Level vs. Challenges in VR Integration
Grade
High
Lack
of Health
Resistance
Limited
Level
Cost
Access
in Concerns
from
Quality
Educators
Content
Rural
Other
Total
8331
Areas
6-8
6020
4850
3660
3024
4514
613
(72.25%)
(58.20%)
(43.92%)
(36.30%)
(54.16%)
(7.36%)
9-10
11-12
Total
6085
5125
4100
3325
4622
624
(72.99%)
(61.49%)
(49.18%)
(39.89%)
(55.45%)
(7.49%)
6015
5512
4554
3778
4426
625
(72.16%)
(66.13%)
(54.61%)
(45.31%)
(53.08%)
(7.49%)
18120
15487
12314
10127
13562
1862
8334
8335
25000
Findings:
•
The high cost of VR equipment is consistently the most cited challenge across all grade
levels.
•
Lack of access in rural areas is perceived as a slightly bigger challenge by higher grade
levels (11-12).
•
Health concerns and resistance from educators are increasingly cited by higher grade
levels.
•
Limited quality content is a significant concern across all grade levels, but slightly less
for grades 11-12.
•
Other challenges are cited by a smaller percentage of students but remain consistent
across grade levels.
Summary of Cross-tab Analysis
The cross-tab analyses reveal important relationships between different variables in the study:
1. Familiarity with VR and Perception of VR Potential: Familiarity with VR
significantly influences the perception of its potential in education, with familiar
students rating it more positively.
2. School Type and Preferred Method of VR Integration: Private school students
predominantly prefer VR as a supplementary tool, while public school students are
slightly more open to it replacing traditional methods.
3. Grade Level and Challenges in VR Integration: Challenges like high cost and lack
of access are consistently high across all grade levels, with older students (grades 1112) citing more health concerns and resistance from educators.
These insights can help policymakers, educators, and technology developers better understand
the landscape of VR in Indian education and address specific needs and concerns effectively.
Regression Analysis
Regression analysis was performed to investigate the relationship between students'
perceptions of VR potential (dependent variable) and various independent variables, including
familiarity with VR, school type, grade level, and perceived challenges in VR integration. The
analysis was conducted using SPSS software.
Dependent Variable:
•
Perception of VR Potential (measured on a scale of 1 to 5)
Independent Variables:
•
Familiarity with VR (categorical: Yes, No, Not Sure)
•
School Type (categorical: Public, Private)
•
Grade Level (categorical: 6-8, 9-10, 11-12)
•
Perceived Challenges in VR Integration (multiple binary variables: High cost, Lack
of access, Health concerns, Resistance from educators, Limited quality content)
Model Summary
The regression model aims to explain the variability in students' perceptions of VR potential
based on the selected independent variables. Below is the model summary, which includes the
R-squared value, adjusted R-squared value, and standard error of the estimate.
Table 4: Model Summary
Model
R
R Square Adjusted R Square Std. Error of the Estimate
1 (Initial Model) 0.632 0.399
•
0.397
0.960
R-squared: Indicates that 39.9% of the variance in the perception of VR potential can
be explained by the independent variables in the model.
•
Adjusted R-squared: Adjusted for the number of predictors in the model, suggesting
a strong fit with 39.7% variance explained.
ANOVA Table
The Analysis of Variance (ANOVA) table tests the overall significance of the regression
model.
Table 5: Analysis of Variance (ANOVA)
Model
Sum of Squares df
Mean Square F
Regression 3975.642
9
441.738
Residual
5997.815
24990 0.240
Total
9973.457
24999
Sig.
462.079 0.000
•
F-value: 462.079, indicating that the model is statistically significant.
•
p-value: < 0.001, suggesting strong evidence against the null hypothesis.
Chart 10: Coefficients relationship between each independent variable and the dependent
variable.
Limited Quality Content
Resistance from Educators
Health Concerns
Lack of Access in Rural Areas
High Cost
Grade Level (11-12)
Grade Level (9-10)
School Type (Private)
Familiarity with VR (Not Sure)
Familiarity with VR (No)
Familiarity with VR (Yes)
(Constant)
-100%
-80%
-60%
-40%
-20%
t
Interpretation of Coefficients:
Sig.
0%
B
20%
Std. Error
40%
Beta
60%
80%
100%
•
Familiarity with VR (Yes): Positive coefficient (0.813), indicating a strong positive
relationship with the perception of VR potential. Students familiar with VR are more
likely to perceive it as promising.
•
School Type (Private): Positive coefficient (0.187), suggesting that private school
students have a slightly higher perception of VR potential compared to public school
students.
•
Grade Levels (9-10 and 11-12): Both show positive coefficients, indicating higher
grade levels are more likely to perceive VR as beneficial.
•
Perceived Challenges: Negative coefficients for all challenge-related variables (High
Cost, Lack of Access, Health Concerns, Resistance from Educators, Limited Quality
Content), indicating that these challenges are associated with lower perceptions of VR
potential.
The regression analysis indicates that familiarity with VR, school type, and grade level
significantly impact students' perceptions of VR's potential in education. Familiarity with VR
is the most substantial positive predictor, highlighting the importance of exposure to VR
technology. Conversely, perceived challenges such as high cost, lack of access, health
concerns, resistance from educators, and limited quality content negatively influence students'
perceptions, underscoring the need to address these issues to enhance the adoption of VR in
education.
DISCUSSION
Familiarity with VR and Perception of VR Potential
The study reveals that a majority of Indian students are not familiar with VR technology, with
64.84% indicating they have never used or experienced VR. This lack of familiarity is a
significant barrier to the widespread adoption of VR in Indian classrooms. Previous research
has highlighted that exposure to VR can enhance students' understanding and acceptance of the
technology (Radianti, Majchrzak, Fromm, & Wohlgenannt, 2020). Therefore, increasing
access and familiarity with VR among students is crucial for its successful integration into
education.
Students who are familiar with VR are more likely to perceive its potential positively, with
47.20% of these students rating its potential as 4 on a scale of 1 to 5, compared to 26.90% of
students who are not familiar with VR. This finding is consistent with studies that suggest
familiarity with technology enhances perceived usefulness and acceptance (Davis, 1989).
School Type and Preferred Method of VR Integration
The cross-tab analysis between school type and the preferred method of VR integration shows
that private school students predominantly prefer VR as a supplementary tool to traditional
teaching methods (86.10%). In contrast, public school students are more open to the idea of
VR replacing traditional teaching methods (14.17%). This discrepancy may be due to the
differences in resources and infrastructure between public and private schools. Private schools,
often better funded, may already have access to supplementary tools and thus view VR as an
enhancement rather than a replacement (Chai, Koh, & Tsai, 2013).
Grade Level and Challenges in VR Integration
The perceived challenges of integrating VR into education vary slightly by grade level. Across
all grades, the high cost of VR equipment and content is the most cited challenge (72.16% to
72.99%), followed by the lack of access in rural areas. These challenges are consistent with
global findings where cost and accessibility are significant barriers to VR adoption in education
(Merchant, Goetz, Cifuentes, Keeney-Kennicutt, & Davis, 2014).
Health concerns related to prolonged VR use are increasingly cited by higher grade levels
(grades 11-12). This concern aligns with existing literature on the potential negative health
impacts of extended VR use, such as eye strain and motion sickness (Sharples, Cobb, Moody,
& Wilson, 2008).
Opportunities and Potential for Transformation
Despite the challenges, the majority of students believe that VR has the potential to transform
the traditional Indian education system, with 67.43% affirming this belief. This optimistic view
aligns with the findings of various studies that highlight the benefits of VR in education,
including enhanced engagement, improved understanding of complex concepts, and increased
motivation (Freina & Ott, 2015).
Students identified enhanced engagement and motivation as significant opportunities of using
VR in education. VR's immersive nature can provide interactive and engaging learning
experiences, making abstract concepts more tangible (Johnson et al., 2016). This finding
supports the notion that VR can play a transformative role in education by creating more
engaging and effective learning environments.
The findings from this study underscore the significant potential of VR in the Indian education
system while highlighting critical challenges that need to be addressed. Familiarity with VR
significantly influences students' perceptions of its potential, suggesting that increased
exposure and access are essential. The differences in preferences between public and private
school students indicate the need for tailored approaches to VR integration based on available
resources and infrastructure.
Addressing the high costs and accessibility issues, particularly in rural areas, is crucial for
widespread VR adoption. Moreover, health concerns related to VR use need to be carefully
managed, especially for older students. Overall, the optimistic perception of VR's
transformative potential provides a strong impetus for further exploration and investment in
VR technologies in Indian education.
Research Implications
Educational Practice
The study highlights the need for increased exposure to VR technology among students.
Educational institutions and policymakers should focus on providing more opportunities for
students to engage with VR, as familiarity significantly influences positive perceptions.
Incorporating VR as a supplementary tool in the curriculum can enhance engagement and
learning outcomes, especially in subjects like science and mathematics where visualization of
complex concepts is beneficial (Freina & Ott, 2015).
Policy Development
Policymakers must address the high costs and accessibility challenges associated with VR
technology. Initiatives to subsidize VR equipment and content, particularly in rural areas, can
help bridge the digital divide and ensure equitable access. Additionally, setting guidelines for
the safe use of VR in education can mitigate health concerns and promote responsible usage
among students (Merchant et al., 2014).
Technological Innovation
The study underscores the need for the development of high-quality, curriculum-aligned VR
content. Collaboration between educators, technologists, and content developers is essential to
create engaging and effective VR educational materials. Furthermore, integrating feedback
from students can help tailor VR applications to better meet their learning needs and
preferences (Radianti, Majchrzak, Fromm, & Wohlgenannt, 2020).
Limitations
Despite its strengths, the study has several limitations. First, the reliance on self-reported data
may introduce response biases, as students might overestimate or underestimate their
familiarity with and perceptions of VR. Second, the cross-sectional design of the survey limits
the ability to infer causality between variables. Third, the study focuses exclusively on students'
perspectives, without considering the views of teachers and administrators, which are crucial
for a holistic understanding of VR integration in education.
Future Study Suggestions
Future research should address these limitations and explore additional dimensions of VR in
education. Longitudinal studies can provide insights into how students' perceptions and
experiences with VR evolve over time. Including the perspectives of teachers, administrators,
and parents can offer a more comprehensive understanding of the challenges and opportunities
associated with VR in education. Additionally, experimental studies evaluating the impact of
specific VR applications on learning outcomes in different subjects can provide evidence-based
recommendations for effective VR integration (Johnson et al., 2016).
Exploring the use of VR in higher education and vocational training contexts can also expand
the understanding of its potential across different educational levels. Research on the costeffectiveness of VR interventions and their scalability in resource-constrained settings will be
vital for informing policy decisions and investment strategies (Chai, Koh, & Tsai, 2013).
CONCLUSIONS
The study provides a comprehensive analysis of the current landscape of VR in Indian
education, highlighting the significant impact of familiarity and grade level on students'
perceptions of VR's potential. The preference for VR as a supplementary tool among private
school students suggests that VR can enhance traditional teaching methods. However,
significant barriers such as high costs and limited access, particularly in rural areas, need to be
addressed to facilitate widespread VR adoption.
The findings emphasize the importance of increasing VR exposure among students and
developing high-quality, curriculum-aligned VR content to maximize educational benefits.
Policymakers should consider initiatives to subsidize VR equipment and ensure equitable
access across diverse regions. Further research involving teachers, administrators, and parents
will provide a holistic view of VR integration and support the development of effective
strategies for incorporating VR into the Indian educational system.
COMPETING INTERESTS
The authors have no competing interests to declare.
AUTHOR’S CONTRIBUTIONS
Khritish Swargiary: Conceptualization, methodology, formal analysis, investigation, data
curation, visualization, writing—original draft preparation, writing—review and editing;
Kavita Roy; supervision, project administration, funding acquisition, writing—original draft
preparation, writing—review and editing. All authors have read and agreed to the published
version of the manuscript OR The author has read and agreed to the published version of the
manuscript.
FUNDING INFORMATION
Not applicable.
ACKNOWLEDGEMENTS
Not Applicable.
ETHICS AND CONSENT
I, KHRITISH SWARGIARY, a Research Assistant, EdTech Research Associations, US hereby
declares that the research conducted for the article titled “The Future of Virtual Reality in
Indian Education: A Comprehensive Survey” adheres to the ethical guidelines set forth by the
EdTech Research Association (ERA). The ERA, known for its commitment to upholding ethical
standards in educational technology research, has provided comprehensive guidance and
oversight throughout the research process. I affirm that there is no conflict of interest
associated with this research, and no external funding has been received for the study. The
entire research attempt has been carried out under the supervision and support of the ERA
Psychology Lab Team. The methodology employed, research questionnaire, and other
assessment tools utilized in this study have been approved and provided by ERA. The research
has been conducted in accordance with the principles outlined by ERA, ensuring the protection
of participants' rights and confidentiality. Ethical approval for this research has been granted
by the EdTech Research Association under the reference number 19-07/11/ERA/2023. Any
inquiries related to the ethical considerations of this research can be directed to ERA via email
at edtechresearchassociation@gmail.com. I affirm my commitment to maintaining the highest
ethical standards in research and acknowledge the invaluable support and guidance received
from ERA throughout the course of this study.
REFERENCES
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). Facilitating Preservice Teachers'
Development of Technological, Pedagogical, and Content Knowledge (TPACK).
Educational Technology & Society, 16(2), 88-99.
Chauhan, S. (2017). Applications of virtual reality in education: An overview.
International Journal of Advanced Research in Computer Science, 8(5), 19-25.
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance
of Information Technology. MIS Quarterly, 13(3), 319-340.
Freina, L., & Ott, M. (2015). A Literature Review on Immersive Virtual Reality in
Education: State Of The Art and Perspectives. Proceedings of eLearning and
Software for Education (eLSE).
Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality head-mounted
displays in education and training. Education and Information Technologies,
23(4), 1515-1529.
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C.
(2016). NMC Horizon Report: 2016 Higher Education Edition. The New Media
Consortium.
Kumar, K. (2020). Challenges of implementing virtual reality in education in India.
Journal of Educational Technology, 17(2), 45-57.
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual
reality to a science lab simulation causes more presence but less learning.
Learning and Instruction, 60, 225-236.
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014).
Effectiveness of virtual reality-based instruction on students' learning outcomes
in K-12 and higher education: A meta-analysis. Computers & Education, 70, 2940.
Ministry of Education. (2020). National Education Policy 2020. Retrieved from
https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English
_0.pdf
National
Statistical
Office.
(2021).
Education
in
India.
Retrieved
from
http://mospi.nic.in/sites/default/files/publication_reports/Report_585_75th_roun
d_Education_final_1507_0.pdf
Pantelidis, V. S. (2009). Reasons to use virtual reality in education and training courses
and a model to determine when to use virtual reality. Themes in Science and
Technology Education, 2(1-2), 59-70.
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review
of immersive virtual reality applications for higher education: Design elements,
lessons learned, and research agenda. Computers & Education, 147, 103778.
Sharples, S., Cobb, S., Moody, A., & Wilson, J. R. (2008). Virtual Reality Induced
Symptoms and Effects (VRISE): Comparison of Head Mounted Display (HMD),
Desktop and Projection Display Systems. Displays, 29(2), 58-69.
Southgate, E., Smith, S. P., & Cheers, H. (2019). Immersed in the future: A roadmap of
existing and emerging technologies for career exploration. Education Sciences,
9(4), 231.
APENDIX
A. Survey Questionnaire
Introduction: Thank you for participating in our survey on Virtual
Reality (VR) in education. Your insights are valuable for
understanding how VR can be integrated into the Indian schooling
system. Please answer the following questions to the best of your
knowledge and experiences.
Section 1: Familiarity with VR
1.1. Have you ever used or experienced Virtual Reality (VR)
technology before?
- [ ] Yes
- [ ] No
- [ ] Not sure
1.2. If you have experience with VR, please briefly describe your
exposure to VR technology (e.g., specific applications, games,
2.1. How do you perceive the potential of VR in education? Please
rate on a scale of 1 to 5, with 1 being “Not at all promising” and 5
being “Very promising.”
-[]1
-[]2
-[]3
-[]4
-[]5
2.2. In which subjects or areas of study do you believe VR could be
most beneficial for learning in the Indian schooling system? (Select
all that apply)
- [ ] Science
- [ ] Mathematics
educational content, etc.).
- [ ] History
Section 2: Perceptions and Preferences
- [ ] Geography
- [ ] Art and Creative Subjects
- [ ] Language and Literature
- [ ] Other (Please specify): ___________
2.3. How would you prefer VR to be integrated into your education?
- [ ] As a supplementary tool to traditional teaching methods
- [ ] As a replacement for traditional teaching methods
- [ ] No preference
Section 3: Challenges and Opportunities
3.1. What challenges do you foresee in the integration of VR in Indian
classrooms? (Select all that apply)
3.2. In your opinion, what are the opportunities or advantages of using
VR in education?
Section 4: Potential for Transformation
4.1. Do you believe VR has the potential to transform the traditional
Indian education system?
- [ ] Yes
- [ ] No
- [ ] Not sure
4.2. Please provide any additional comments or insights you have
regarding the use of VR in the Indian schooling system.
Thank you for participating in this survey. Your input is essential for
- [ ] High cost of VR equipment and content
our research on the potential of Virtual Reality in education in India.
- [ ] Lack of access to VR technology in rural areas
Your responses will remain anonymous and confidential.
- [ ] Health concerns related to prolonged VR use
____End of Questionnaire_____
- [ ] Resistance from teachers and educators
- [ ] Limited availability of quality VR educational content
- [ ] Other (Please specify): ___________
View publication stats