Teachers’ perspectives

1. Teachers' responses to the questionnaire on several variables

The pilot teaching activity was evaluated by teachers through a survey, focusing on various teacher-perceived variables. These variables included Engagement, Interest, Motivation towards Learning, Teamwork Communication and Collaboration, Feeling of Connectedness among Students, Self-regulation, Communication and Interaction with the Teacher, Learning Perception, Use of Technology to Learn, Teaching Skills to Use Technology, Improvement of Teaching Skills, and Impact on Students with Difficulties or Low Socio-economic Background (LSEB).

In terms of "Perception" (measured on a Likert scale of 1 to 5), the results indicated a positive teacher response (see Table 11). The highest mean score was observed in the domain of 'Use of Technology to Learn' (M=4.29, SD=0.64), followed closely by 'Improvement of Teaching Skills' (M=3.95, SD=0.74), and 'Learning Perception' (M=3.86, SD=0.48). The lowest scores were noted in 'Feeling of Connectedness among Students' (M=2.76, SD=0.90) and 'Communication and Interaction with the Teacher' (M=2.76, SD=0.83), suggesting these areas may require further attention in future iterations of the pilot.

In the "Comparison" aspect (measured on a Likert scale of 1 to 3), the pilot activity generally rated higher than usual teaching practices. Notably, 'Use of Technology to Learn' scored the highest (M=2.90, SD=0.30), indicating a significant enhancement compared to usual practices. However, 'Feeling of Connectedness among Students' (M=1.67, SD=0.80) and 'Communication and Interaction with the Teacher' (M=1.71, SD=0.78) scored lower, suggesting that the pilot activity was less effective in these areas compared to traditional methods.

Overall, the pilot teaching activity demonstrated a positive impact on several key educational variables, particularly in incorporating technology into learning and enhancing teaching skills. However, areas related to student connectedness and teacher-student interaction require improvement.

2. Agile mindset

In the feedback provided by the secondary education teachers who implemented the pilot teaching activity, we observe a diverse range of responses regarding the impact on the "agile mindset." Some teachers expressed concerns that the activity was too challenging for students with autism and low IQ, suggesting potential difficulties in adapting to change for this specific group. On the contrary, others shared positive experiences, noting that the activity had a beneficial effect on student participation, organization, and goal-setting, thus contributing to the development of an agile mindset.

A prevalent theme in the responses was improved organization. Several teachers reported that the activity helped them and their students become more organized and efficient in managing tasks. This aligns well with the core principles of an agile mindset, which emphasizes adaptability and the ability to respond effectively to changing circumstances. Teachers' recognition of enhanced organization may indicate a positive step toward nurturing agile thinking in the classroom.

Additionally, some teachers pointed out aspects related to patience and flexibility. They mentioned that using tools like Mural and waiting for VR setup encouraged students to exercise patience and be more flexible in their approach to learning. These attributes are essential components of adaptability and resilience, suggesting that the activity had a positive impact in these areas.

Furthermore, an increase in independent work was a common observation among the teachers. Many noted that the activity prompted students to work more independently, affording them the freedom to choose their tasks and collaborate with peers. This shift toward independent work can be seen as a significant step toward developing an agile mindset, which emphasizes individual and collaborative problem-solving.

However, it's important to acknowledge that not all teachers felt the activity contributed to fostering an agile mindset. Some provided more neutral responses, while a few outright stated that they did not perceive any significant impact in this regard. These varied responses underscore the complexity of instilling agile thinking in the educational context and highlight the need for further exploration of teaching methods that effectively promote adaptability and resilience among students.

3. Additional information about these topics and variables

Several teachers expressed concerns about the technical aspects of the VR experience. They mentioned that students had to wait for extended periods to start the VR game, which proved to be a significant challenge. Despite these technical glitches, these educators held a positive view of VR as a valuable tool for learning. Their feedback underscores the potential of VR in education but highlights the need for smoother technical execution to maximize its benefits.

A recurring sentiment among the teachers was a positive perception of VR as an effective and engaging learning tool. Despite the technical hiccups, many educators believed that VR offered a unique and beneficial way for students to learn. This suggests that teachers see value in incorporating immersive technology into their teaching practices to enhance student engagement and learning outcomes.

Some teachers raised concerns about the use of Mural, particularly when dealing with larger groups of students. They found the open-ended canvas feature less useful in this context. This feedback highlights the importance of considering the scalability and practicality of digital tools like Mural in the classroom, especially when working with diverse student populations.

Teachers noted variations in student engagement when comparing VR and Mural. Some found that students were more engaged with VR, while others reported similar engagement levels between the two tools. This divergence in experiences suggests that the impact of technology on student engagement may vary depending on the specific educational context and individual student preferences.

A subset of teachers explicitly stated their preference for VR over Mural due to higher levels of engagement and the sense of awe it generated among students. This preference underscores the potential of VR to create immersive and captivating learning experiences. Understanding why some educators favor VR over other digital tools can provide valuable insights into the adoption of technology in education.

In summary, the teachers' responses reflect a range of perspectives on the use of VR and digital tools like Mural in secondary education. While there are technical challenges associated with VR, educators generally view it as a promising educational tool. The choice between VR and other digital platforms like Mural may depend on factors such as class size and individual teaching styles, highlighting the need for tailored approaches to technology integration in the classroom.

4. Mentioned Highlights

One prominent theme that emerges from these responses is the effectiveness of technology in supporting students with special needs, such as autism and learning problems. Teachers appreciate how technology, possibly in the form of a digital kanban board or interactive tools like Mural, can facilitate faster learning and understanding among these students. This observation underscores the potential of technology to cater to diverse learning needs and promote inclusivity in the classroom.

Furthermore, the teachers express satisfaction with the flexibility that technology affords them in their teaching practices. They highlight the ability to tailor their support to individual students and the freedom to choose how and when to offer one-on-one assistance. This newfound flexibility not only enhances their productivity but also empowers students to make choices in their learning journey, as seen with the personal kanban board and exercise sequencing. This shift towards more student autonomy is seen as a positive development in the educational process.

The introduction of new technology to students is another aspect that teachers appreciate. They recognize the value of familiarizing students with digital tools and the potential for these tools to streamline documentation and collaborative work. This aligns with the evolving landscape of education, where digital literacy and adaptability to technological advancements are increasingly important skills for students to acquire.

The mention of an "Amazing VR environment" highlights the teachers' interest in immersive technology as a potentially engaging educational tool. However, it's worth noting that one teacher expressed reservations about the level of collaboration in a virtual reality setting. This suggests that while immersive technology has the potential to enhance certain aspects of education, its effectiveness in promoting collaboration and meaningful interactions may require further exploration and refinement.

5. Aspects for improvement mentioned

One recurring theme that emerged from the responses was the challenges related to technology and its integration into the teaching process. Another notable issue raised by several teachers was the complexity and potential distractions associated with the use of the Mural platform. Teachers noted that students often found it confusing, leading to excessive mouse movement and disruptions in the learning process. To address this, some teachers found that prerecorded solution videos were helpful in promoting independent student work. However, it was also highlighted that students may require earplugs to listen to these videos without disturbing their peers.

Furthermore, there were concerns about the visibility of student progress within the shared canvas on Mural. While it was seen as beneficial for teachers to monitor student progress, some teachers felt that students didn't necessarily need to see each other's progress, as it could be distracting. Additionally, teachers noted that students generally lacked the habit of tracking their own progress, suggesting a potential area for improvement in student engagement and self-assessment.

In terms of technology, teachers mentioned the challenges of setting up VR devices, which consumed a significant amount of time and hindered the interactive possibilities within the virtual reality environment. Students expressed a desire for more interaction within the VR world, but the logistical difficulties of setting up the devices limited this potential. It was also noted that onboarding in both Spatial and VR was challenging for students who had never used this technology before, with some students experiencing discomfort or dizziness after VR usage.

Lastly, some teachers expressed concerns about student behavior, such as playing too much, moving or removing post-its from the collaborative platforms, which disrupted the learning process. This suggests the importance of clear guidelines and expectations for student conduct during such activities.

6. Additional comments

These responses highlight both positive aspects and areas for improvement, shedding light on the effectiveness and accessibility of the tools and methods employed.

One teacher noted that the tool used in the activity was challenging for their students. This observation suggests that additional practice opportunities or the incorporation of different subjects might enhance the tool's effectiveness. This feedback underscores the importance of adaptability and customization in educational tools to cater to diverse student needs. Moreover, it underscores the significance of evaluating the tool's suitability for specific subjects and grade levels.

Another teacher expressed enthusiasm for Loom videos as a valuable tool for recording solution videos, emphasizing its potential for future use. This positive feedback indicates that certain components of the teaching activity were well-received and can be considered for continued integration into the teaching approach. It also reflects the importance of providing teachers with resources and tools that they find effective and user-friendly.

On the flip side, some teachers highlighted challenges they encountered. One teacher noted that one lesson was insufficient to fully understand and utilize a tool called "Mural." This feedback suggests that the introduction of new educational technologies or platforms should be accompanied by comprehensive training and support to ensure their effective implementation. Adequate training can empower teachers to make the most of these tools.

Additionally, a teacher expressed concerns about the tool's accessibility for people with disabilities, indicating that it may present obstacles for this group of learners. This feedback underscores the need for educators to consider the inclusivity of their teaching methods and tools, ensuring that they are accessible to all students, regardless of their abilities.

Lastly, a teacher commented positively on the concept of building a virtual classroom for a religion course, suggesting that it makes sense. This response highlights the potential for innovative teaching methods, such as virtual classrooms, to be applied successfully to specific subjects, even those with unique requirements or objectives. It showcases how thoughtful pedagogical decisions can align with the subject matter, enhancing the overall learning experience.