Problems in Educational Use of Spherical Video-based Immersive Virtual Reality in Practice: The LIVIE Experience

Abstract

This work-in-progress paper presents the work that we have conducted in the first research cycle (the first year) of a piece of 2-cycle design-based research (DBR) on implementing LIVIE—a pedagogical approach to integrating spherical video-based immersive virtual reality (SV-IVR) into geography education. The entire DBR involved 9 teachers (from 9 different Hong Kong secondary schools at 3 different academic categories) and their Grade- 10 classes in two consecutive school years. In this paper, we focus on discussing the problems unfolded in the implementation process of LIVIE in Cycle 1. The findings not only shed light on how to improve and optimize the current teacher facilitation acts in LIVIE to be enacted in Cycle 2 of the DBR, but also alert educators and researchers to the potential impeding issues regarding the educational use of SV-IVR in practice.