Pre-Service Teachers’ Experiences with Virtual Reality Goggles as a Pedagogical Tool for learning Grade 4 Social Sciences (Geography)

Abstract

This study examines the use of virtual reality (VR) goggles as a pedagogical tool in teacher education, with a focus on the experiences of first-year pre-service teachers learning to teach Grade 4 Social Sciences (Geography). Conducted at a single private higher education institution in Gauteng, South Africa, with a sample of 28 participants, the research integrates three virtual tours of local areas to support learning aligned with the Intermediate Phase Curriculum and Assessment Policy Statement, specifically the Term 1 topic, ‘Places Where People Live’. Data were generated through semi-structured focus group interviews, examining the teachers’ experiences of incorporating VR into their pedagogical development. Findings indicate that VR’s immersive qualities enhance engagement and provide learning experiences that are difficult to replicate through conventional methods, such as map-based instruction. Participants further reported challenges related to the accessibility and usability of VR in school settings, including technical issues, limited equipment availability, and inadequate training.