Teacher Perspectives on Social Virtual Reality for Remote School Participation
An Exploratory Study
DOI:
https://doi.org/10.54337/aau.icdvrat26.46Abstract
Students experiencing emotionally based school non-attendance often lose not only instructional access but also regular social contact with school. This extended abstract reports an exploratory teacher study of a social virtual reality classroom for remote school participation. Three teachers tested the prototype and joined a facilitated focus group. Reflexive thematic analysis identified three design requirements: low-pressure participation, embodied social presence, and strong teacher orchestration within hybrid workflows. Teachers also noted possible relevance for later re-engagement with school routines, but that remains a hypothesis for future work.
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