An inquiry of Faculty's Perceptions on the Educational Use of Immersive Contents: Focusing on K University

Objectives The purpose of this study is to analyze faculty's perceptions of immersive contents' educational use. Methods For this purpose, an online survey was conducted targeting faculty at K University in Seoul, and a total of 99 responses were analyzed. The analytical methods involved frequency and mean analysis, univariate variance analysis, and descriptive responses were categorized through content analysis. Results The research findings are as follows: First, there was no significant difference in the willingness to use immersive contents in classes based on professors' general characteristics and professors perceived immersive contents as suitable for experiments, practical training, and field experiences. Second, they anticipated improved learning immersion and effectiveness when utilizing immersive contents, while expressing concerns about the impairment of class management due to gap of the digital literacy and information between professors and students. Lastly, for the educational use of immersive contents, there was a high demand for support for contents accessibility and learning management system linkage when developing content and digital equipment support and utilization education. Conclusions Based on these research findings, support measures and implications for the educational use of immersive contents in university classes were suggested.