Preservice Teachers' Acceptance of Virtual Reality to Plan Science Instruction
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| Title: | Preservice Teachers' Acceptance of Virtual Reality to Plan Science Instruction |
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| Language: | English |
| Authors: | Eutsler, Lauren, Long, Christopher S. |
| Source: | Educational Technology & Society. Apr 2021 24(2):28-43. |
| Availability: | International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Computer Simulation, Science Instruction, Technology Integration, Student Attitudes, Curriculum Design, Technology Uses in Education, Intervention, Pretests Posttests |
| ISSN: | 1436-4522 |
| Abstract: | To improve understanding of preservice teacher acceptance and integration of virtual reality into science,?this study examined?individual?concerns to integrate?virtual reality into science instruction before and after a hands on intervention with virtual reality. Framed by the?Concerns-Based Adoption Model?using a mixed-method design, preservice teachers were exposed to a 5-week intervention to integrate and expand on existing VR tours and construct a personalized VR tour. Pre and post analysis of the stages of concern questionnaire show four of five?preservice teachers?remained focused on their personal concerns (stage 2, unsure of VR teaching demands).?The fifth advanced to stage 3,?management, and was interested in learning ways to implement virtual reality in the classroom. Open-ended data (survey items, science journals, focus group) illuminated concerns about the technical aspects of VR, learning engagement/satisfaction, and generation of lesson plan ideas, which influenced preservice teachers' intention to use VR. For four of five preservice teachers, this experience increased their likelihood to use VR in the classroom, with adoption dependent on using VR with their students. Implications for?teacher educators, educational researchers,?administrators,?and digital designers?address the integration of VR, instructional planning, and usability?considerations. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Access URL: | https://www.j-ets.net/collection/published-issues/24_2 |
| Accession Number: | EJ1292546 |
| Database: | ERIC |
| Abstract: | To improve understanding of preservice teacher acceptance and integration of virtual reality into science,?this study examined?individual?concerns to integrate?virtual reality into science instruction before and after a hands on intervention with virtual reality. Framed by the?Concerns-Based Adoption Model?using a mixed-method design, preservice teachers were exposed to a 5-week intervention to integrate and expand on existing VR tours and construct a personalized VR tour. Pre and post analysis of the stages of concern questionnaire show four of five?preservice teachers?remained focused on their personal concerns (stage 2, unsure of VR teaching demands).?The fifth advanced to stage 3,?management, and was interested in learning ways to implement virtual reality in the classroom. Open-ended data (survey items, science journals, focus group) illuminated concerns about the technical aspects of VR, learning engagement/satisfaction, and generation of lesson plan ideas, which influenced preservice teachers' intention to use VR. For four of five preservice teachers, this experience increased their likelihood to use VR in the classroom, with adoption dependent on using VR with their students. Implications for?teacher educators, educational researchers,?administrators,?and digital designers?address the integration of VR, instructional planning, and usability?considerations. |
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| ISSN: | 1436-4522 |
