Expanding the classroom with Virtual Reality: The case of Edda Knowledge - A qualitative study of how to commercialize VR technology in the EdTech sector

Abstract

This thesis explores the Swedish EdTech sector, specifically investigating the commercialization of Virtual Reality (VR) technology as an innovation. Conducted as a case study in collaboration with Edda Knowledge, it aims to address a research gap identified by several scholars who note that the research field of commercialization process and stakeholder theory has predominantly focused on expert perspectives while largely overlooking the insights of end-users. This study aims to bridge that gap by examining both expert and end-user perspectives, with a particular emphasis on the latter.

The purpose of this thesis is to define strategies for the commercialization of VR technology in the EdTech sector by identifying key stakeholders, understanding their roles, and determining how innovators can best engage with these stakeholders. To address the exploratory nature of the research questions, a qualitative approach was chosen. Data collection involved semi-structured interviews with diverse stakeholders, aiming to provide a comprehensive view of the sector and reveal the barriers and facilitators within the commercialization process. Also, a part of the study involved an analysis of previous research and protocols on digitalization and IT implementation in Swedish schools to draw analog estimation between the adoption of computers and IT systems and the integration of VR technology in educational contexts.

The findings highlight the critical role of VR as a complementary tool in education. However, barriers such as high costs, technical challenges, and resistance to replacing traditional teaching methods were identified. Additionally, facilitators of commercialization, including the presence of champions within schools, shared equipment, early success stories, and collaborative development with teachers, were found to be crucial for successful adoption. The insights gathered from this case study of Edda Knowledge provide strategies for engaging stakeholders in the EdTech sector, ultimately aiding in the broader commercialization of VR technology in education.

Popular Abstract

From Virtual Labs to Reality: Bringing VR to Schools

What if students could travel through time, visit the moon, or build molecules—all without leaving their classroom? Virtual Reality (VR) is transforming education, and this thesis explores how to bring this cutting-edge technology to more schools across Sweden.

Virtual Reality has the potential to revolutionize education by creating immersive learning environments where students can perform experiments, explore complex concepts, and experience scenarios that traditional methods cannot replicate. Collaborating with the Swedish EdTech company Edda Knowledge, this thesis focuses on strategies to commercialize VR technology in schools and make it accessible to a wider audience. The study is guided by the main research question: How can VR technologies be commercialized to reach the mainstream market in the EdTech sector?

To answer this question, the study explores two sub-questions: Who are the stakeholders in the EdTech sector and what role do they play when it comes to the adoption of a new innovation? (RQ1) and How can the innovator effectively engage with stakeholders to ensure successful commercialization of its innovation? (RQ2). These questions were investigated through interviews with teachers, principals, tech developers, and policymakers, as well as a review of past digitalization efforts in Swedish schools.

The study identifies key challenges and opportunities for integrating VR into education. On one hand, VR offers exciting benefits like improved engagement, accessibility to otherwise impossible scenarios, and a diversity of learning methods tailored to different students. On the other hand, barriers like high costs, technical difficulties, and resistance to change remain.

The research emphasizes the importance of engaging key stakeholders, including teachers who act as champions to drive VR adoption in their schools. Collaboration between developers and educators, shared resources between schools, and showcasing early success stories can also foster acceptance and growth. Lessons from Sweden's earlier efforts to introduce computers into classrooms provide valuable insights into how similar technologies have been scaled effectively.

By bridging the gap between expert insights and the needs of end-users, this thesis lays a foundation for how VR can become a convenient tool in future education. With the right strategies, VR could expand learning horizons and make science and technology more engaging for students.

• author: Ghanaatifard, Amirhossein
• supervisor: Izabelle Bäckström
• organization: Department of Mechanical Engineering Sciences; Production Management
• course: MIOM05 20242
• year: 2024
• type: H2 - Master's Degree (Two Years)
• subject: Technology and Engineering
• keywords: Educational Technology, VR technologies, Commercialization, Stakeholder analysis, Innovation
• other publication id: 24/5296
• language: English
• id: 9178514
• date added to LUP: 2024-12-10 10:19:49
• date last changed: 2024-12-10 12:40:05