Table 4 Codes and categories

CXR1

Prior experience

Refers to teachers’ experiences with XR technologies whether

in an educational-related or personal context

CXR2

Knowledge of XR

Refers to current teachers’ knowledge of XR development tools (e.g., Unity), ready platforms (e.g., Virbela), or mobile stores Apps

CXR3

Technical experiences

Refers to the teacher’s practice of programming and software development on her job since graduation

CXR4

Limited instructional design

Refers to limited resources available for XR content, that might or might not align with course objectives, learning outcomes, or student goals. This includes limited validated assessment tools. Also, lack of knowledge of how to measure the learning outcomes

CXR5

Lack of time

Refers to the lack of time by teachers to learn and create XR educational materials

CXR6

Limited competency

Refers to limitations in terms of teachers’ competency to apply XR tools in the classroom or create XR content without prior training

CXR7

Lack of training

Refers to teacher’s limited funded training opportunities

CXR8

Training and motivation

Refers to teachers’ willingness and enthusiasm to participate in XR training and their motivation to apply XR in the classroom

CXR9

Impact of Covid-19

Refers to the positive impact of the Covid-19 lockdown on online distance learning. It boosted government investment in this sector and made electronic devices available to every student. In addition, this nationwide experiment that lasted for almost two years made society (teachers, parents, and students) more accepting of this type of digital learning. This would most likely apply to the use of XR in education

CXR10

Teachers expectancy

Refers to teachers’ beliefs that their students will accept and excel when using XR technology

This is based on Vroom’s Expectancy Theory (Bates, 2019) which states that: “a person will behave in a certain way based on their belief (expectation) that a specific act will be followed by a desired award (valence) once that act has been completed satisfactorily (instrumentality):

Motivation = Expectation * Valence * instrumentality”

CXR11

Collaborative learning

Refers to teacher’s expectation that students will have increased motivation when working together on activities or learning tasks in a small group within a VR environment or through an AR project. For example, within STEAM types projects

CXR12

Limited IT resources

Refers to issues related to computers with outdated software and hardware, lack of or limited internet connections, low-speed networks, inadequate IT labs to support large classes (40 students), the lack of any portable devices for AR or VR headsets, in addition to limited or no IT support

CXR13

Limited financial support

Refers to teacher’s limited finical resources for applying XR tools and technologies in the classroom

CXR14

Social restrictions and BYOD (Bring your own device)

Refers to the current policy against BYOD, which does not allow students to being their portable devices into schools. As a result of the Covid-19 lockdown and almost two years of online learning (2020–2021), most if not all students have access to a computer or portable device. Those who couldn’t afford it were given devices by the government. Yet, those students are not allowed to bring these devices into schools, due to social norms that puts heavy emphasis on the misuse of cameras, especially in the female context in an all-girls school, where teachers and students alike, would not be covering their heads (as no male is present) as required by the Islamic faith

CXR15

Health issues

Refers to the possible negative impact of XR technologies on students if used for extended periods

CXR16

Data privacy

Refers to teachers concerns regarding the collection, storage and usage of biometric data