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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
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
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  Data: 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/
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  Data: 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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      – Text: English
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        PageCount: 16
        StartPage: 28
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Technology Integration
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Intervention
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      – SubjectFull: Pretests Posttests
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