The paper titled "Virtual Reality from the Perspective of Saudi Faculty" by Hana Alhudaithy focuses on exploring the use and effectiveness of Virtual Reality (VR) in higher education from the perspective of faculty members at the College of Languages and Translation, King Khalid University (KKU) in Saudi Arabia. The primary research question centers on understanding how VR is currently being utilized and perceived within this academic setting.
The purpose of the study is to assess the extent to which VR technologies are integrated into higher education, particularly within KKU, and to identify the challenges and potential benefits as viewed by the faculty. The study is scoped to investigate both the perceptions of VR's utility in education and the specific obstacles faced by faculty in implementing these technologies, with a focus on the cultural and institutional context of Saudi Arabia.
The research employs a mixed-method approach, utilizing both quantitative questionnaires and qualitative focus group interviews to gather data. The sample includes male and female faculty members, with a total of 127 participants completing the questionnaire. The qualitative component involved focus groups consisting of female faculty members to explore their specific challenges in more depth. The questionnaires were designed to cover perceptions of VR and the challenges in adopting VR technology in education.
Key findings from the study indicate that while the majority of faculty members recognize the potential benefits of VR in education, there is limited usage due to several barriers. These include a lack of facilities, insufficient institutional support, and cultural considerations such as the need for female privacy and the absence of female technicians. Additionally, the study highlights that the female faculty faces more pronounced challenges, partly due to university regulations predominantly shaped by male perspectives. However, despite these challenges, there is optimism among faculty members regarding the future integration of VR in educational practices, especially in foreign language education.
The study concludes that while VR has the potential to significantly enhance educational experiences in Saudi higher education, particularly in language learning, it is crucial to address the current limitations. These include improving infrastructure, offering targeted training for faculty and students, and ensuring that the implementation of VR is culturally sensitive and equitable across gender lines. The findings suggest that with adequate support and resources, VR could play a pivotal role in the future of education in Saudi Arabia.