Persepsi Guru terhadap Virtual Reality (VR) dan Augmented Reality (AR) di Kelas EFL Indonesia
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Abstract
This study explores Indonesian EFL teachers' perceptions of Virtual Reality (VR) and Augmented Reality (AR) in language instruction, aiming to identify benefits, barriers, and solutions for implementation. The rapid advancement of immersive technologies has transformed educational paradigms by offering dynamic, interactive, and contextualized learning experiences. VR and AR demonstrate significant potential to enhance motivation, reduce anxiety, and improve retention through simulated real-world interactions in language education. Despite growing global adoption , integration in Indonesian schools, particularly in EFL, remains limited. This qualitative study employed surveys and semi-structured interviews with 15 secondary school EFL teachers selected through purposive sampling. Findings reveal teachers overwhelmingly perceive VR/AR as beneficial for enhancing student engagement and motivation, facilitating contextualized learning, and reducing language anxiety. However, significant barriers include inadequate infrastructure (93% of participants), training deficits (only 13% received formal instruction), and financial constraints. Teachers propose strategies such as gradual implementation starting with smartphone-based AR, developing professional learning communities, and securing policy-level support with dedicated funding and infrastructure upgrades. This research contributes to the discourse on technology acceptance in education, particularly in low- and middle-income countries, offering insights to inform policy, practice, and resource allocation for effective VR/AR integration in Indonesian EFL classrooms and similar global contexts.
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