CoChat
Sign Up
Cited by 35Education in Rural ContextsAugmented Reality ApplicationsEducation and Learning Interventions

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

The potential of extended reality in Rural Education’s future – perspectives from rural educators

Open access
Wang, Xining, Young, Gareth W., Iqbal, Muhammad Zahid, Guckin, Conor Mc·2024·Education and Information Technologies
DOI 10.1007/s10639-023-12169-7
Open this paper in CoChat — free accountOpen PDF

Abstract

Abstract Technology-enhanced education can potentially enhance teaching and learning outcomes for rural educators since they face limited educational resources and low job satisfaction. Recently, there has been a surge in extended reality (XR) as an immersive learning technology to improve teaching and learning in rural areas, but without focusing on rural educators’ perspectives. This study aims to bridge this gap by investigating rural educators’ interactions with XR educational applications and exhibiting their insights on using XR education to improve education quality in rural areas. After educators’ hands-on experiences in a pre-designed XR education workshop, qualitative data was collected from their discussions in focus groups. As a result, educators believed that XR could transform traditional educational practices and create opportunities for new patterns of rural education (e.g., public engagement with rurality and rural vocational education). Limitations include a lack of school infrastructure to apply XR and an absence of well-structured curriculum design to use XR in the classroom setting. We suggest that future studies explore the integration of effective XR practices into primary and elementary education in those areas with limited educational resources.

Overview

Integrity signals

Registry

Crossref · 10.1007/s10639-023-12169-7

Cites

1 of 1 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 1 references

Research works printed but not linked: 70

  1. Alam, A. (2021). Designing XR into Higher Education using Immersive Learning Environments (ILEs) and Hybrid Education for Innovation in HEIs to attract UN’s Education for Sustainable Development (ESD) Initiative. In 2021 International Conference on Advances in Computing, Communication, and Control (ICAC3) (pp. 1–9). IEEE. · DOI
  2. Altun, M. (2017). The effects of teacher commitment on student achievement: A case study in Iraq. International Journal of Academic Research in Business and Social Sciences, 7(11), 417–426. https://doi.org/10.6007/IJARBSS/v7-i11/3475. · DOI
  3. Andrews, C., Southworth, M. K., Silva, J. N., & Silva, J. R. (2019). Extended reality in medical practice. Current Treatment Options in Cardiovascular Medicine, 21(4), 1–12. · DOI
  4. Barab, S. A., Gresalfi, M., & Ingram-Goble, A. (2010). Transformational play: Using games to position person, content, and context. Educational Researcher, 39(7), 525–536. · DOI
  5. Blanchard, M. R., LePrevost, C. E., Tolin, A. D., & Gutierrez, K. S. (2016). 2016/04/01). Investigating technology-enhanced teacher Professional Development in Rural, High-Poverty Middle Schools. Educational Researcher, 45(3), 207–220. https://doi.org/10.3102/0013189X16644602. · DOI
  6. Brenner, D. (2016). Rural education and the every student succeeds act. The Rural Educator, 37(2), 5. https://doi.org/10.35608/ruraled.v37i2.271. · DOI
  7. Chen, R. W., & Chan, K. K. (2019). Using augmented reality flashcards to learn vocabulary in early childhood education. Journal of Educational Computing Research, 57(7), 1812–1831. · DOI
  8. Chiu, T. K. F. (2022). 2022/06/01). School learning support for teacher technology integration from a self-determination theory perspective. Educational Technology Research and Development, 70(3), 931–949. https://doi.org/10.1007/s11423-022-10096-x. · DOI
  9. Coady, M. (2019). Rural multilingual family engagement. The Rural Educator, 40(3), 1–13. · DOI
  10. Croft, L. (2021). Rural teachers of the gifted: The importance of professional development. Serving gifted students in rural settings (pp. 341–362). Routledge. · DOI
  11. Davis, M. C., Can, D. D., Pindrik, J., Rocque, B. G., & Johnston, J. M. (2016). 2016/02/01/). Virtual interactive Presence in Global Surgical Education: International collaboration through augmented reality. World Neurosurgery, 86, 103–111. https://doi.org/10.1016/j.wneu.2015.08.053. · DOI
  12. Dengel, A. (2022). What Is Immersive Learning?. In 2022 8th International Conference of the Immersive Learning Research Network (iLRN) (pp. 1–5). IEEE. · DOI
  13. Dengel, A., Iqbal, M. Z., Grafe, S., & Mangina, E. E. (2022). A review on augmented reality authoring toolkits for education. Frontiers Virtual Real, 3, 798032. · DOI
  14. Dube, B. (2020). Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach. REMIE: Multidisciplinary Journal of Educational Research, 10(2), 135–157. · DOI
  15. Fan, M., Antle, A. N. An english language learning study with rural chinese children using an augmented reality app Proceedings of the Interaction Design and, & Conference, C. (2020). London, United Kingdom. https://doi.org/10.1145/3392063.3394409. · DOI
  16. Faridi, H., Tuli, N., Mantri, A., Singh, G., & Gargrish, S. (2021). A framework utilizing augmented reality to improve critical thinking ability and learning gain of the students in physics. Computer Applications in Engineering Education, 29(1), 258–273. https://doi.org/10.1002/cae.22342. · DOI
  17. Fast-Berglund, Å., Gong, L., & Li, D. (2018). Testing and validating extended reality (xR) technologies in manufacturing. Procedia Manufacturing, 25, 31–38. · DOI
  18. Gagnon, D. (2016). ESSA and rural teachers: New roads ahead? Phi Delta Kappan, 97(8), 47–49. https://doi.org/10.1177/0031721716647019. · DOI
  19. Gandolfi, E., Kosko, K. W., & Ferdig, R. E. (2021). 2021/03/01). Situating presence within extended reality for teacher training: Validation of the extended Reality Presence Scale (XRPS)in pre-service teacher use of immersive 360 video. British Journal of Educational Technology, 52(2), 824–841. https://doi.org/10.1111/bjet.13058. · DOI
  20. Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191. · DOI
  21. Graham, H., Hill, K., Holland, T., & Pool, S. (2015). When the workshop is working: The role of artists in collaborative research with young people and communities. Qualitative Research Journal. · DOI
  22. Gruenewald, T., & Witteborn, S. (2022). 2022/01/02). Feeling good: Humanitarian virtual reality film, emotional style and global citizenship. Cultural Studies, 36(1), 141–161. https://doi.org/10.1080/09502386.2020.1761415. · DOI
  23. Guo, D., & Wang, A. (2020). 2020/05/01/). Is vocational education a good alternative to low-performing students in China. International Journal of Educational Development, 75, 102187. https://doi.org/10.1016/j.ijedudev.2020.102187. · DOI
  24. Hemming, P. J. (2018). Faith Schools, Community Engagement and Social Cohesion: A Rural Perspective. Sociologia Ruralis, 58(4), 805–824. https://doi.org/10.1111/soru.12210. · DOI
  25. Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). 2022/12/01/). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080. · DOI · Paper page
  26. Howard, M. C., & Gutworth, M. B. (2020). A meta-analysis of virtual reality training programs for social skill development. Computers & Education, 144, 103707. · DOI · Paper page
  27. Howard, S. K. (2013). 2013/10/01). Risk-aversion: Understanding teachers’ resistance to technology integration. Technology Pedagogy and Education, 22(3), 357–372. https://doi.org/10.1080/1475939X.2013.802995. · DOI
  28. Hunde, B. R., & Woldeyohannes, A. D. (2022). Future prospects of computer-aided design (CAD)–A review from the perspective of artificial intelligence (AI), extended reality, and 3D printing. Results in Engineering, 100478. · DOI
  29. Iwu, C. G., Ezeuduji, I. O., Iwu, I. C., Ikebuaku, K., & Tengeh, R. K. (2018). Achieving Quality Education by Understanding Teacher Job Satisfaction Determinants. Social Sciences, 7(2), 25. https://www.mdpi.com/2076-0760/7/2/25. · DOI
  30. Johnson-Glenberg, M. C. (2018). Immersive VR and education: Embodied design principles that include gesture and hand controls. Frontiers in Robotics and AI, 81. https://doi.org/10.3389/frobt.2018.00081. · DOI
  31. Kalonde, G. (2017). Rural School Math and Science Teachers’ Technology Integration Familiarization. International Journal of Educational Technology, 4(1), 17–26.
  32. Kantabutra, S., & Tang, J. C. (2006). Urban-rural and size effects on school efficiency: The case of Northern Thailand. Leadership and Policy in Schools, 5(4), 355–377. · DOI
  33. Kluge, M. G., Maltby, S., Keynes, A., Nalivaiko, E., Evans, D. J., & Walker, F. R. (2022). Current state and general perceptions of the use of extended reality (XR) technology at the University of Newcastle: Interviews and surveys from staff and students. SAGE Open, 12(2), 21582440221093348. · DOI
  34. Li, J., Shi, Z., & Xue, E. (2020). 2020/01/01/). The problems, needs and strategies of rural teacher development at deep poverty areas in China: Rural schooling stakeholder perspectives. International Journal of Educational Research, 99, 101496. https://doi.org/10.1016/j.ijer.2019.101496. · DOI
  35. Liao, C. H. D., Wu, W. C. V., Gunawan, V., & Chang, T. C. (2023). Using an augmented-reality game-based application to Enhance Language Learning and Motivation of Elementary School EFL students: A comparative study in Rural and Urban Areas. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00729-x. · DOI
  36. Makransky, G., & Lilleholt, L. (2018). 2018/10/01). A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educational Technology Research and Development, 66(5), 1141–1164. https://doi.org/10.1007/s11423-018-9581-2. · DOI · Paper page
  37. Makransky, G., & Mayer, R. E. (2022). Benefits of taking a virtual field trip in immersive virtual reality: Evidence for the Immersion Principle in Multimedia Learning. Educational Psychology Review, 34(3), 1771–1798. https://doi.org/10.1007/s10648-022-09675-4. · DOI · Paper page
  38. Maruhn, P., Dietrich, A., Prasch, L., & Schneider, S. (2020). Analyzing pedestrian behavior in augmented reality — proof of concept. 2020 IEEE Conference on Virtual Reality and 3D User Interfaces (VR), 22–26 March 2020 · DOI
  39. Milgram, P., Takemura, H., Utsumi, A., & Kishino, F. (1995). Augmented reality: A class of displays on the reality-virtuality continuum. In Telemanipulator and telepresence technologies (Vol. 2351, pp. 282–292). Spie. · DOI
  40. Mourtzis, D., Angelopoulos, J., & Panopoulos, N. (2022). Operator 5.0: A survey on enabling technologies and a framework for digital manufacturing based on extended reality [journal article]. Journal of Machine Engineering, 22(1), 43–69. https://doi.org/10.36897/jme/147160. · DOI
  41. Olthouse, J. M. (2015). Improving rural teachers’ attitudes towards acceleration. Gifted Education International, 31(2), 154–161. https://doi.org/10.1177/0261429413507177. · DOI
  42. Ørngreen, R., & Levinsen, K. (2017). Workshops as a Research Methodology. Electronic Journal of E-learning, 15(1), 70–81.
  43. Pears, M., & Konstantinidis, S. (2022). The future of immersive technology in global surgery education. Indian Journal of Surgery, 84(1), 281–285. · DOI
  44. Petersen, G. B., Klingenberg, S., Mayer, R. E., & Makransky, G. (2020). The virtual field trip: Investigating how to optimize immersive virtual learning in climate change education. British Journal of Educational Technology, 51(6), 2099–2115. https://doi.org/10.1111/bjet.12991. · DOI
  45. Rana, K., Greenwood, J., & Henderson, R. (2022). Teachers’ experiences of ICT training in Nepal: How teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms. Technology Pedagogy and Education, 31(3), 275–291. https://doi.org/10.1080/1475939X.2021.2014947. · DOI
  46. Rasheed, F., Onkar, P., & Narula, M. (2015). Immersive virtual reality to enhance the spatial awareness of students Proceedings of the 7th Indian Conference on Human-Computer Interaction, Guwahati, India. https://doi.org/10.1145/2835966.2836288. · DOI
  47. Rozelle, S., & Boswell, M. (2021). 2021/04/03). Complicating China’s rise: Rural underemployment. The Washington Quarterly, 44(2), 61–74. https://doi.org/10.1080/0163660X.2021.1932097. · DOI
  48. Rozelle, S., & Hell, N. (2020). Invisible China: How the Urban-Rural divide Threatens China’s rise. University of Chicago Press. · DOI
  49. Shi, Y., Zhang, L., Ma, Y., Yi, H., Liu, C., Johnson, N., Chu, J., Loyalka, P., & Rozelle, S. (2015). Dropping out of Rural China’s secondary schools: A mixed-methods analysis. The China Quarterly, 224, 1048–1069. https://doi.org/10.1017/S0305741015001277. · DOI
  50. Sinagatullin, I. M. (2001). Expectant times: Rural education in Russia. Educational Review, 53(1), 37–45. https://doi.org/10.1080/00131910120033637. · DOI
  51. Starrett, A., Yow, J., Lotter, C., Irvin, M. J., & Adams, P. (2021). Teachers connecting with rural students and places: A mixed methods analysis. Teaching and Teacher Education, 97, 103231. https://doi.org/10.1016/j.tate.2020.103231. · DOI
  52. Tadesse, S., & Muluye, W. (2020). The impact of COVID-19 pandemic on education system in developing countries: A review. Open Journal of Social Sciences, 8(10), 159–170. https://doi.org/10.4236/jss.2020.810011. · DOI
  53. Tai, T. Y., Chen, H. H. J., & Todd, G. (2022). 2022/05/04). The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning. Computer Assisted Language Learning, 35(4), 892–917. https://doi.org/10.1080/09588221.2020.1752735. · DOI
  54. Tran, H., Hardie, S., Gause, S., Moyi, P., & Ylimaki, R. (2020). Leveraging the perspectives of rural educators to develop realistic job previews for Rural Teacher Recruitment and Retention. Rural Educator, 41(2), 31–46. · DOI
  55. Waller, R., & Barrentine, S. J. (2015). Rural elementary teachers and place-based connections to text during reading instruction. Journal of Research in Rural Education, 30(7).
  56. Wang, X., Young, G. W., Guckin, C. M., & Smolic, A. (2021). 5–8 Dec. 2021). A Systematic Review of Virtual Reality Interventions for Children with Social Skills Deficits. 2021 IEEE International Conference on Engineering, Technology & Education (TALE). · DOI
  57. Wang, X., Quirke, M., & McGuckin, C. (2022). The Importance of Social Competence for 21st Century Citizens: The Use of Mixed Reality for Social Competence Learning in Mainstream Education. In A. Correia & V. Viegas (Eds.), Methodologies and Use Cases on Extended Reality for Training and Education (pp. 242–268). IGI Global. https://doi.org/10.4018/978-1-6684-3398-0.ch010. · DOI
  58. Wang, H., Cousineau, C., Wang, B., Zeng, L., Sun, A., Kohrman, E., Li, N., Tok, E., Boswell, M., & Rozelle, S. (2022a). Exploring Teacher Job Satisfaction in Rural China: Prevalence and Correlates. International Journal of Environmental Research and Public Health, 19(6), 3537. https://www.mdpi.com/1660-4601/19/6/3537. · DOI
  59. Wang, X., Hodgers, C., McGuckin, C., & Lv, J. (2022b). A Conceptual Learning Design in Virtual Reality The Cognitive VR Classroom for Education After the Pandemic Era 17TH EDUCATION AND DEVELOPMENT CONFERENCE Virtual. https://www.ed-conference.org/edc2022001.html. · DOI
  60. Wang, H., Cousineau, C., Wang, B., Zeng, L., Sun, A., Kohrman, E., Li, N., Tok, E., Boswell, M., & Rozelle, S. (2022d). Exploring Teacher Job Satisfaction in Rural China: Prevalence and Correlates. International Journal of Environmental Research and Public Health, 19(6), 3537. https://www.mdpi.com/1660-4601/19/6/3537. · DOI
  61. Wang, X., Young, G. W., Plechatá, A., Mc Guckin, C., & Makransky, G. (2023). Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds. Computers & Education, 201, 104815. https://doi.org/10.1016/j.compedu.2023.104815. · DOI
  62. Wei, X., Weng, D., Liu, Y., & Wang, Y. (2015a). Teaching based on augmented reality for a technical creative design course. Computers & Education, 81, 221–234. https://doi.org/10.1016/j.compedu.2014.10.017. · DOI
  63. Wu, D., Yang, X., Yang, W., Lu, C., & Li, M. (2022). Effects of teacher- and school-level ICT training on teachers’ use of digital educational resources in rural schools in China: A multilevel moderation model. International Journal of Educational Research, 111, 101910. https://doi.org/10.1016/j.ijer.2021.101910. · DOI
  64. Yang, H. H., Zhu, S., & MacLeod, J. (2018). Promoting education equity in rural and underdeveloped areas: Cases on computer-supported collaborative teaching in China. Eurasia Journal of Mathematics Science and Technology Education, 14(6), 2393–2405. · DOI
  65. Young, G. W., O’Dwyer, N., & Smolic, A. (2021). Exploring virtual reality for quality immersive empathy building experiences. Behaviour & Information Technology, 1–17. https://doi.org/10.1080/0144929X.2021.1993336. · DOI
  66. Young, G. W., O’Dwyer, N. C., & Smolic, A. (2023). A Case Study on Student Experiences of Social VR in a Remote STEM Classroom Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems, Hamburg, Germany. https://doi.org/10.1145/3544549.3573852. · DOI
  67. Yu, Z. (2021). A meta-analysis of the effect of virtual reality technology use in education. Interactive Learning Environments, 1–21. https://doi.org/10.1080/10494820.2021.1989466. · DOI
  68. Zahid Iqbal, M., & Campbell, A. G. (2023). AGILEST approach: Using machine learning agents to facilitate kinesthetic learning in STEM education through real-time touchless hand interaction. Telematics and Informatics Reports, 9, 100034. https://doi.org/10.1016/j.teler.2022.100034 · DOI
  69. Zhang, D., Campbell, T., & AN EXAMINATION OF THE IMPACT OF TEACHER QUALITY AND. (2015). 2015/06/01). International Journal of Science and Mathematics Education, 13(3), 489–513. https://doi.org/10.1007/s10763-013-9491-z. · DOI
  70. Zuo, M., Wang, W., & Yang, Y. (2019). Promoting high-quality Teachers Resource sharing and Rural Small Schools Development in the support of Informational Technology. Educational Innovation for Personalized Learning, Cham. · DOI

Cited by

Sorted by citations

See all 35

Metadata

Authors
Wang, X., Young, G. W., Iqbal, M. Z., & Guckin, C. M.
Affiliations
  • Trinity College Dublin (IE)
  • Teesside University (GB)
Corresponding author
Wang, Xining
ORCID
Venue
Education and Information Technologies
Publisher
Springer Science and Business Media LLC
Published
2023-09-04
Volume
29
Issue
7
Pages
8987-9011
ISSN
  • 1360-2357 (ISSN-L)
  • 1573-7608
DOI
10.1007/s10639-023-12169-7
OpenAlex
W4386408828
Cited by
35
References
1
Citations by year
2026: 11 · 2025: 19 · 2024: 5
FWCI
25.89
Type
journal article
Language
en
Open access
Licence
Locations
  • Education and Information Technologies (publishedVersion, cc-by)
  • Teesside University Research Portal (Teesside University) (publishedVersion, other-oa)
  • St Andrews Research Repository (St Andrews Research Repository) (acceptedVersion, cc-by)
  • ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) (submittedVersion, cc-by)
  • TeesRep (Teesside University) (submittedVersion, other-oa)
Funders
University of Dublin, Trinity College
Topics
  • Social Sciences › Education › Education in Rural Contexts
  • Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
  • Social Sciences › Education › Education and Learning Interventions
Keywords
extended reality, rural education, immersive learning technologies, educational technology adoption, rural vocational education, school infrastructure, curriculum development, teacher job satisfaction, technology-enhanced learning

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: The potential of extended reality in Rural Education’s future – perspectives from rural educators. https://app.cochat.ai/papers/10.1007/s10639-023-12169-7
The paper
Wang, X., Young, G. W., Iqbal, M. Z., & Guckin, C. M. (2024). The potential of extended reality in Rural Education’s future – perspectives from rural educators. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12169-7