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Reality check in virtual worlds: Teacher roles across immersive learning environments
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DOI：10.1080/15391523.2026.2669826.png)
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Abstract
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This study investigates the instructional roles teachers perceive and enact when integrating immersive virtual technologies in K–12 classrooms, comparing low-immersive desktop VR (DVR), immersive rooms (IR), and fully immersive virtual reality (VR). Drawing on 31 teacher interviews and 42 classroom observations, teacher degree of centrality was analyzed using the teacher prototypes framework (sage, facilitator, guide, partner). Three case studies combined with quantitative comparisons revealed distinct patterns: DVR uniquely supported partner roles; IR emphasized structured facilitation; and VR positioned teachers as sages, contrasting with their self-perception as facilitators or guides. Findings highlight both alignment and gaps between teachers’ pedagogical beliefs and practices, shaped by immersion levels and technological constraints. Supporting teachers through professional development is essential for creating immersive environments that enable student-centered practices and flexible instructional roles.
Keywords:
Immersive learning environments
virtual reality in education
teacher instructional roles
desktop virtual reality
immersive rooms
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