Investigate the acceptance and usage frequency of teachers on using virtual reality(VR) and augmented reality(AR) in primary mathematics education

The purpose of this study was to investigate the acceptance and usage frequency of teachers on using virtual reality(VR) and augmented reality(AR) in primary Mathematics education. Educators always seek new techniques, innovative tools and technologies in order to enhance students’ learning. Especially in Science, Technology, Engineering and Mathematics (STEM) education which was recently raised by Hong Kong Education Bureau, educators are encouraged to teach in innovative way. Virtual reality(VR) and augmented reality(AR) were kinds of those innovative tools could facilitate teachers teaching. This investigation could help Hong Kong Education Bureau realizes the actual usage and acceptance of VR and AR among teachers in order to regulate the current educational policy on STEM education. The research questions were set as follow,
1. How teachers understand VR and AR?
2. What is teachers’ acceptability on using VR and AR in teaching primary Mathematics?
3. How frequency are teachers on using VR and AR in teaching primary Mathematics?
Questionnaire was designed to collect both quantitative and qualitative result. Three main dimensions were set for collecting point of views of teachers towards understanding, reception and frequency in VR and AR in teaching primary Mathematics. 3 major findings were listed, first, teachers knew VR and AR in theoretical, however, they were not able to use VR and AR in practical teaching. Second, teachers quite accepted using VR and AR, more of them believed it was able to enhance students learning. Third, teachers use VR and AR very less in frequency, mainly between 0 to 2 times annually.