BARRIERS AND PATHWAYS TO USE EXTENDED REALITY IN STEM CLASSROOMS: PERSPECTIVES OF KEY STAKEHOLDERS
Publication Date
1-1-2023
Document Type
Conference Proceeding
Publication Title
Proceedings of the European Conference on Computing in Construction
DOI
10.35490/EC3.2023.305
Abstract
This paper investigates the barriers and pathways to adopting, integrating, and implementing extended reality (XR) in STEM classrooms to support active learning at the California State University from the perspectives of key subject matter experts (SMEs). The research team conducted semi-structured interviews with the SMEs to solicit feedback from the lenses of financial, faculty, and institutional environment at the various phases of the transition to use XR in regular STEM classrooms with large student enrollments rather than exploratory labtesting scenarios typically seen in research settings. The results unveiled a broad spectrum of barriers subject to the specificity of the discipline, administrative commitment, infrastructure, incentive structure, content development, professional development, and training. The findings suggest that peer support and collective advocacy among STEM faculty, administrators, and industry partners could pave a pathway forward to encourage the use of XR in everyday STEM teaching and learning.
Funding Number
2126711
Funding Sponsor
National Science Foundation
Recommended Citation
Wei Wu, Yupeng Luo, Fadi Castronovo, Arlo Liang, Frank Gomez, Sara Kassis, and Abraham Wolcott. "BARRIERS AND PATHWAYS TO USE EXTENDED REALITY IN STEM CLASSROOMS: PERSPECTIVES OF KEY STAKEHOLDERS" Proceedings of the European Conference on Computing in Construction (2023). https://doi.org/10.35490/EC3.2023.305
