Use of videos, virtual reality elements, and online texts in science lessons – An exploratory study across selected European teacher cohorts
Till Schmäing, Leo A. Siiman, Natalie Baumgartner-Hirscher, Marlene Ganz, Moritz Krell, Andreas Lampis, Holger Meeh, Sergios Nicolaou, Marios Papaevripidou, Yvoni Pavlou, Iris Schiffl, Martina Schuknecht, Simone Suppert, Tanja Thumann, Armin Baur
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Published: Oct 28, 2026
DOI: 10.29333/ejmste/19683
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Digital transformation in education poses challenges for science education but also offers numerous opportunities. This exploratory study examines how often videos, virtual reality (VR) elements, and online texts are used in science lessons. Pre-service and in-service science teachers from Austria, Cyprus, Estonia, and Germany were surveyed using a mixed-methods design. The results show that videos are utilized most frequently, while VR elements are rarely used. Online texts are used occasionally. Neither age nor professional experience was significantly related to the frequency of use of any of the three media. Despite its educational potential, the low usage of VR points to existing barriers such as a lack of technical skills. The respondents highlight various elements that are conducive to learning in all three areas, such as structuring features and visualizations. The study underlines the importance of teacher education in universities and professional development programs that are specifically designed to integrate digital media into science lessons. Implications for this and for further research, such as research on teacher education programs, are discussed. It should be noted that the sample was dominated by respondents from Germany and Austria.
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