Manuscript received October 16, 2023; revised November 28, 2023; accepted December 5, 2023; published March 15, 2024
Abstract—Virtual Reality (VR) and Augmented Reality (AR) technologies are increasingly applied across various fields, including education. However, in the Vietnamese education system, their use is still in its nascent stages. This article aims to analyze the current state of VR and AR adoption in the Vietnamese education system by evaluating two key aspects: the factors influencing the integration of VR and AR in teaching, and their roles in the Vietnamese educational context. The analysis is based on a survey conducted among 427 natural science teachers to assess the extent of technology adoption for instructional support, focusing on five factors: job positions, work locations, expertise levels, internet infrastructure, and English language proficiency. The research results reveal that, although VR and AR technologies have made their way into education, their adoption in Vietnam remains somewhat limited. The surveyed teachers indicate that the use of VR and AR enhances students’ learning experiences, making them more immersive and engaging when compared to traditional teaching methods. However, they do not have a comprehensive understanding of the full potential and roles of VR and AR in education. The findings obtained from this study serve as a foundational insight for future research, aimed at proposing solutions to leverage VR and AR technologies to improve student learning outcomes in a developing country like Vietnam.
Keywords—augmented reality, current state analysis, natural science education, Vietnamese education, virtual reality
Cite: Vu Thi Thu Hoai, Pham Ngoc Son, Nguyen Mau Duc, Ta Thi Thao, Pham Thi Kim Giang, Pham Tien Huu, Nguyen Thi Kim Thuong, and Pham Gia Bach, "The Current State of Virtual Reality and Augmented Reality Adoption in Vietnamese Education: A Teacher’s Perspective on Teaching Natural Sciences," International Journal of Information and Education Technology vol. 14, no. 3, pp. 476-485, 2024.