Suggestions for Special Education Teachers to Practice Spherical Image-Based Virtual Reality Instruction in Classrooms: A Case Study

Abstract

The benefits of learning by spherical image-based virtual reality (VR) have been reported in the field of formal education. However, there was limited VR research in practice for the instruction in special education. By implementing a series of spherical image-based VR instruction for English vocabulary learning in a special education class (i.e., participants including an experienced teacher and five students with cerebral palsy), this study aimed to provide instructional suggestions for special education teachers. Based on the qualitative results by thematic analysis of the teacher’s interview transcripts and the researcher’s field observation, this study discussed the practical issues for the instruction with the aid of spherical image-based VR technology for special education, such as learning process monitoring, adaptive worksheets design, incorporation of co-teachers, and adoption of VR assets for learning in daily situations.