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Laila Alkhayat Alazemi, Kuwait University, KuwaitAbstract
Virtual reality (VR) creates immersive environments but remains underused in students training at Kuwait University. A survey collected responses from 1,380 preservice teachers across the sciences, mathematics, language arts, and social studies. The questionnaire inquired about age at first VR use, methods of learning about VR, reasons for use, skill level, social setting, and the first emotional response. Results show that most students first heard about VR from friends or classmates (51%) or online videos (26%). Only 10% of students were introduced to VR in their courses. The first use occurred between the ages of 16 and 20 for 24% of participants, and 21% began using VR within the past one to five years. Twelve percent had never tried VR. Entertainment led motivations (34%), followed by fun (14%), simulations or automation (13%), and exploratory learning (11%). Skill levels were low for nearly half of the students (49%), while high skill was reported by 18%. Most students (52%) used VR with their peers, and 75% reported feeling no anxiety during their first use. These findings point to a recreational focus and low confidence in VR among future teachers. To support the use of VR in teaching, four steps are suggested. First, add hands‑on VR workshops in teaching methods courses to build skills. Second, encourage group VR projects to foster collaboration. Third, incorporate VR tasks into regular lessons to bridge the gap between theory and practice. Fourth, establish support systems, such as peer mentors, online resource centers, and training tutorials. These steps can boost confidence, increase interest, and help turn VR from a leisure activity into a useful instructional tool.
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Conference: BCE2025Stream: Design
This paper is part of the BCE2025 Conference Proceedings (View)
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To cite this article:
Alazemi L. (2025) The Use of Virtual Reality (VR) by Future Teachers at Kuwait University ISSN: 2435-9467 – The Barcelona Conference on Education 2025: Official Conference Proceedings (pp. 55-65) https://doi.org/10.22492/issn.2435-9467.2025.5
To link to this article: https://doi.org/10.22492/issn.2435-9467.2025.5
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