Exploring Virtual Reality-based Teaching Capacities: Focusing on Survival Swimming during COVID-19

Abstract

This study aims to analyse teaching capacities exhibited by survival swimming instructors applying virtual reality (VR) devices in the education field. We conducted in-depth interviews with swimming instructors to obtain research data, which was then qualitatively analysed. Based on the research results, the following capacities were derived. First, as the VR and simulator-based survival swimming classes utilise educational equipment, the ability to skilfully handle educational equipment is considered a vital teaching capacity. Second, strong communication skills are required to accurately explain the class objectives and contents. To achieve the class goals, teachers should practice using educational equipment before class, answer students' queries during and after practice, and prepare the necessary materials so that the class is well organised. Finally, the principal lecturer needs to be able to quickly improvise in various situations as needed to ensure students remain focused. Under the circumstances where survival swimming education was restricted due to the COVID-19 pandemic, the research results indicated that survival swimming education applying VR and simulation devices allowed students to indirectly gain experience, interest, and pleasure. Therefore, it is expected that VR-based education can increase students’ interest and learning performance in survival swimming. Finally, VR-based teaching capacities were derived based on the research results.

Exploring the intersections of TAM and TRI models in middle school VR technology acceptance

“…Finally, Peled et al (2011) noted that there may be insecurity on the part of principals about the use of VR leading to the disclosure of students' personal information (such as name and age). Shin and Kim's (2022) study also noted principals' insecurity about the use of VR in small classrooms that could trigger limited student movement and instructional accidents such as collisions or accidental falls. These findings suggest that principals may have some concerns about student privacy and safety when introducing VR, leading to a more cautious adoption of VR.…”