Educators' ideas on AI and VR in teaching were classified into three main categories: AI acting as a character, emerging technology to assist students' learning, and emerging technology to help the teacher¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Inductive thematic analysis of two educator datasets yielded a conclusion matrix of three main categories of educator needs for emerging technologies. → Ulla Hemminki-Reijonen 2025

Evidence¶

Ulla Hemminki-Reijonen 2025¶

Ulla Hemminki-Reijonen, Noha M. A. M. Hassan, Minna Huotilainen, Jaana-Maija Koivisto & Benjamin Ultan Cowley. (2025). Design of generative AI-powered pedagogy for virtual reality environments in higher education. npj Science of Learning. https://doi.org/10.1038/s41539-025-00326-1

q2 · i? · qualitative · r2

Qualitative descriptive needs analysis combining 30 meetings with 31 university teachers and 35 written ChatGPT ideas from educators, analyzed by inductive thematic analysis; the authors state the conclusion "is presented as three main categories" in the categorization matrix (Table 3).

"The conclusion is presented as three main categories: AI acting as character, Emerging tech- nology to assist students ’ learning,a n d Emerging technology to help the teacher."

Discussion¶

Related Claims¶

• Educators' written ideas about ChatGPT in education followed four themes: fostering AI literacy, acting as a character, improving learning, and serving as a teacher's help — a narrower finding that bears on this claim
• Dataset 1 identified challenges in current teaching (resources, knowledge, digital tools) alongside opportunities for emerging technologies to clarify complex concepts and teach critical skills — related