Spatial reality in education – approaches from innovation experiences in Singapore

Abstract The integration of Spatial Reality technologies in educational settings has gained momentum as a powerful instrument for teaching and learning. While research has consistently shown the significant potential of these technologies in enhancing students’ knowledge acquisition and retention, a phenomenon termed “VR teaching anxiety” persists among many educators, leading to hesitancy in adopting Spatial Reality into their teaching practices. In this paper, the authors shed light on the specific concerns related to VR teaching anxiety reported by educators. To mitigate these anxieties, the authors recount their firsthand experiences with employing Spatial Reality technologies in chemistry education at a higher education institution in Singapore. Additionally, they offer a suite of recommended practices gleaned from their journey, aiming to empower educators to confidently integrate these innovative tools into their curricula.