From users to creators : Design and evaluation of a VR professional development program for educators
Geri̇ş, Ali LU
; Çukurbaşi, Barış
; Tunga, Yeliz
and Engi̇n, Gizem
(2026)
In Computers and Education
243.
- Abstract
As immersive technologies expand in education, a gap persists between teachers’ familiarity with virtual reality (VR) tools and effective pedagogical use. This study designed, implemented, and evaluated a 60-h VR Trainer Training Program using Educational Design Research (EDR) and the Taba-Tyler curriculum model. Sixteen teachers participated in a needs analysis, followed by 42 in-service teachers from 30 provinces in Türkiye engaging in the training program. The curriculum combined theoretical instruction with hands-on practice in tools such as Unity and Blender, supported by scaffolded learning and peer collaboration. Findings show significant gains in technical competence and pedagogical integration, with 85 % of participants... (More)
As immersive technologies expand in education, a gap persists between teachers’ familiarity with virtual reality (VR) tools and effective pedagogical use. This study designed, implemented, and evaluated a 60-h VR Trainer Training Program using Educational Design Research (EDR) and the Taba-Tyler curriculum model. Sixteen teachers participated in a needs analysis, followed by 42 in-service teachers from 30 provinces in Türkiye engaging in the training program. The curriculum combined theoretical instruction with hands-on practice in tools such as Unity and Blender, supported by scaffolded learning and peer collaboration. Findings show significant gains in technical competence and pedagogical integration, with 85 % of participants producing technically functional VR projects and 72 % aligning them with curricular objectives. Teachers reported increased confidence and a shift from users to creators of VR content, though challenges remained regarding subject-specific examples, limited time for mastering advanced tools, and the need for sustained institutional support. The study offers a scalable model for professional development in immersive learning and underscores the importance of structured training for sustainable VR adoption.
(Less)
- author
- Geri̇ş, Ali
LU
; Çukurbaşi, Barış
; Tunga, Yeliz
and Engi̇n, Gizem
- organization
- publishing date
- 2026-04
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Educational design research, Immersive learning, Instructional technology, Professional development, Teacher training, Virtual reality
- in
- Computers and Education
- volume
- 243
- article number
- 105518
- publisher
- Elsevier
- external identifiers
-
- scopus:105023491872
- ISSN
- 0360-1315
- DOI
- 10.1016/j.compedu.2025.105518
- language
- English
- LU publication?
- yes
- id
- ee69adbe-53e0-4012-aadb-d6b9790bbebc
- date added to LUP
- 2026-02-10 15:29:07
- date last changed
- 2026-02-10 15:29:07
@article{ee69adbe-53e0-4012-aadb-d6b9790bbebc,
abstract = {{<p>As immersive technologies expand in education, a gap persists between teachers’ familiarity with virtual reality (VR) tools and effective pedagogical use. This study designed, implemented, and evaluated a 60-h VR Trainer Training Program using Educational Design Research (EDR) and the Taba-Tyler curriculum model. Sixteen teachers participated in a needs analysis, followed by 42 in-service teachers from 30 provinces in Türkiye engaging in the training program. The curriculum combined theoretical instruction with hands-on practice in tools such as Unity and Blender, supported by scaffolded learning and peer collaboration. Findings show significant gains in technical competence and pedagogical integration, with 85 % of participants producing technically functional VR projects and 72 % aligning them with curricular objectives. Teachers reported increased confidence and a shift from users to creators of VR content, though challenges remained regarding subject-specific examples, limited time for mastering advanced tools, and the need for sustained institutional support. The study offers a scalable model for professional development in immersive learning and underscores the importance of structured training for sustainable VR adoption.</p>}},
author = {{Geri̇ş, Ali and Çukurbaşi, Barış and Tunga, Yeliz and Engi̇n, Gizem}},
issn = {{0360-1315}},
keywords = {{Educational design research; Immersive learning; Instructional technology; Professional development; Teacher training; Virtual reality}},
language = {{eng}},
publisher = {{Elsevier}},
series = {{Computers and Education}},
title = {{From users to creators : Design and evaluation of a VR professional development program for educators}},
url = {{http://dx.doi.org/10.1016/j.compedu.2025.105518}},
doi = {{10.1016/j.compedu.2025.105518}},
volume = {{243}},
year = {{2026}},
}