Pre-Service Teachers’ Readiness and Perceptions towards Integrating Virtual Reality into School Mathematics Teaching in Malaysia

Virtual Reality (VR) has emerged as a promising educational technology that can enhance the teaching and learning of mathematics, particularly for abstract and spatial concepts. However, the successful integration of VR in schools depends largely on future teachers’ readiness and perceptions. This study aimed to explore the readiness and perceptions of pre-service teachers from Private Higher Education Institutions in Malaysia towards using VR in school mathematics teaching. A qualitative research design was employed using semi-structured interviews involving 12 purposively selected pre-service mathematics teachers. The interview data were transcribed verbatim and analysed using thematic analysis with the assistance of NVivo software. The findings revealed two major themes: Readiness to Use VR and Perceptions of VR Use. Participants generally demonstrated positive attitudes towards VR and believed that it could improve students’ understanding of abstract mathematical concepts, increase motivation, and enhance classroom engagement. However, their readiness to implement VR was influenced by training opportunities, technological confidence, infrastructure availability, pedagogical planning, and institutional support. Participants also viewed VR as a supplementary teaching tool rather than a replacement for conventional instruction. The study contributes to the limited literature on immersive technology adoption among Malaysian pre-service teachers in private higher education settings. The findings suggest that teacher education institutions should provide structured VR training, practical exposure, and adequate technological support to prepare future teachers for meaningful integration of VR in mathematics classrooms.

Virtual Reality, pre-service teachers, mathematics teaching, readiness, perceptions, teacher education, Malaysia

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