Investigating the case of Helsingør School, a critical investigation of the implementation of VR in the learning environment.
Authors
Klamer, Martin ; Gkaniatsas, Faidon
Term
4. term
Education
Publication year
2023
Submitted on
2023-06-02
Abstract
This thesis examines how Virtual Reality (VR) is implemented at Helsingør School, focusing on the factors that enable or hinder meaningful integration into the learning environment. Set against Denmark’s national push for technological literacy in primary education and the school’s own initiative, the case study asks: Is VR actually used in practice, how is it used, and does it benefit students’ learning? The study adopts a techno‑anthropological design combining literature review, qualitative interviews, and classroom observations, with systematic coding and analysis. Theoretical lenses include social constructivism, drawing on Vygotsky’s zone of proximal development, and critical theory inspired by Hartmut Rosa (social acceleration and resonance) to interpret both micro- and macro-level influences. The case also covers the hardware in use (including Pico and Oculus Go) and examines social dynamics, governance and policy, technological implications, and financial considerations. According to the thesis’s initial findings, both benefits and challenges of VR implementation are identified, and recommendations are offered to improve integration in similar educational contexts; detailed effects on learning outcomes are discussed in later chapters but are not fully available in this excerpt.
Denne afhandling undersøger, hvordan Virtual Reality (VR) implementeres i Helsingør Skole, med fokus på hvilke faktorer der fremmer eller hindrer en meningsfuld integration i undervisningen. Udgangspunktet er den danske satsning på teknologiforståelse i folkeskolen og skolens lokale initiativ, som danner ramme for et casestudie, der spørger: Bliver VR faktisk brugt i praksis, hvordan bruges det, og gavner det elevers læring? Undersøgelsen bygger på et techno‑antropologisk design med litteraturstudier, kvalitative interviews og observationer samt kodning og analyse af data. Teoretisk anvendes socialkonstruktivisme med Vygotskys zone for nærmeste udvikling og kritisk teori inspireret af Hartmut Rosa (social acceleration og resonans) til at belyse både mikro- og makrofaktorer. Casen omfatter også de anvendte teknologier (bl.a. Pico og Oculus Go) og forhold omkring sociale processer, styring og politik, teknologi og økonomi. Ifølge afhandlingens indledende resultater identificeres både fordele og udfordringer ved implementeringen, og der peges på anbefalinger til at optimere VR’s integration i lignende uddannelseskontekster; detaljerede effekter på læringsudbytte uddybes i senere kapitler uden at være fuldt gengivet i dette uddrag.
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