Abstract
This study aims to examine participants' experiences with adopting a virtual reality (VR)-based curriculum and their perceptions of the curriculum's effectiveness. Recent studies demonstrated the efficacy of VR-based curricula for educational training. However, research on utilizing VR to promote understanding of educational inclusion remains understudied. We conducted a mixed-methods case study to collect both quantitative and qualitative data, using the Technology Acceptance Model (TAM) survey, in-depth interviews, and a focus group. We identified several themes that pose challenges and create opportunities for the participants. The challenges include access, physical adjustment, avatar design, pacing, and human connection. We examined the promises from three additional categories: technology affordances, impacts, and human-centered design strategies. Overall, VR-based inclusive curriculum could contribute to positive learning and boost engagement. The research findings can contribute to an understanding of participant acceptance and perceptions of VR as a platform for learning about sensitive and inclusive topics.