Top

TechTrends

Published in:

14-02-2024 | Original Paper

The Teaching Methods Classroom Meets Virtual Reality: Insights for Pre-Service Teaching Methods Instructors

Authors: Alex Fegely, Heather Hagan, George Warriner III, Michael McKenzie

Published in: TechTrends | Issue 2/2024

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

As education preparation programs align their instruction to the contemporary technologies used in schools, they may begin to design and deliver virtual reality instruction in the teaching methods classroom. In this study, we examined the experiences of 24 pre-service teachers as they used virtual reality for the first time through the lens of the Technology Acceptance Model, and we explored their perspectives on virtual reality in the elementary classroom. Qualitative data were obtained through two surveys. The findings indicated that pre-service teachers experienced discomfort with virtual reality and perceived a variety of barriers toward integrating it into their elementary classrooms. Based on the study’s findings, practical implications are shared for teaching methods instructors as they design and integrate virtual reality instruction into the teaching methods classroom.

previous article The Museum of Instructional Design: an Examination of Learner Experiences & Usability in a Collaborative 3D Virtual Learning Environment

next article Predicting Special Educators’ Use of Assistive Technology in Virtual & Hybrid Learning Environments

Alexander, B., Ashford-Rowe, K., Barajas-Murphy, N., Dobbin, G., Knott, J., McCormack, M., … Weber, N. (2019). EDUCAUSE Horizon Report: 2019 Higher Education Edition. EDUCAUSE. https://library.educause.edu/-/media/files/library/2019/4/2019horizonreport.pdf?la=en&hash=C8E8D444AF372E705FA1BF9D4FF0DD4CC6F0FDD1. Accessed 24 Jan 2024

Alghofaili, R., Sawahata, Y., Huang, H., Wang, H., Shiratori, T., & Yu, L. (2019). Lost in style: Gaze-driven adaptive aid for VR navigation. In CHI Conference on Human Factors in Computing Systems Proceedings (CHI 2019), May 4–9, 2019, ACM. https://doi.org/10.1145/3290605.3300578

Allcoat, D., & Von Mühlenen, A. (2018). Learning in virtual reality: Effects on performance, emotion and engagement. Research in Learning Technology, 26, https://doi.org/10.25304/rlt.v26.2140

Attwood, A. I., Bruster, B. G., & Bruster, B. G. (2020). An exploratory study of preservice teacher perception of virtual reality and artificial intelligence for classroom management. Southeastern Regional Association of Teacher Educators Journal, 29(2), 1–9.

Bower, M., DeWitt, D., & Lai, J. W. M. (2020). Reasons associated with preservice teachers’ intention to use immersive virtual reality in education. British Journal of Educational Technology, 51(6), 2214–2232. https://doi.org/10.1111/bjet.13009CrossRef

Brown, M., McCormack, M., Reeves, J., Brooks, D. C., and Grajek, S. (2020). 2020 EDUCAUSE Horizon Report, Teaching and Learning Edition. EDUCAUSE. https://library.educause.edu/media/files/library/2020/3/2020_horizon_report_pdf.pdf?la=en&hash=08A92C17998E8113BCB15DCA7BA1F467F303BA80. Accessed 24 Jan 2024

Carielli, D. (2004). Sense of coherence, perception of educational barriers, and career decision-making self-efficacy in students with learning disabilities. Fordham University.

Casey, J. E., Kirk, J., Kuklies, K., & Mireles, S. (2022). Using the technology acceptance model to assess how preservice teachers’ view educational technology in middle and high school classrooms. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11263-6CrossRef

Chandrasekera, T., & Yoon, S. (2018). Augmented reality, virtual reality, and their effect on learning style in the creative design process. Design and Technology Education, 23(1), 55–75.

Chen, Y. L. (2016). The effects of virtual reality learning environment on student cognitive and linguistic development. Asia-Pacific Educational Research, 25(4), 657–646. https://doi.org/10.1007/s40299-016-0293-2

Cherner, T., & Fegely, A. (Eds.). (2023). Bridging the XR technology-to-practice gap: Methods and strategies for blending extended realities into classroom instruction (Vol. 1). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/222242/. Accessed 24 Jan 2024

Chuttur, M. Y. (2009). Overview of the technology acceptance model: Origins, developments and future directions. Working Papers on Information Systems, 9(37), 9–37.

Colegrove, P. T. (2019). Augmented and virtual reality technologies: Bridging practice and research in the academic library. Proceedings of the ASIST Annual Meeting, 55(1), 777–778. https://doi.org/10.1002/pra2.2018.14505501112CrossRef

Cooper, G., Park, H., Nasr, Z., Thong, L. P., & Johnson, R. (2019). Using virtual reality in the classroom: Preservice teachers’ perceptions of its use as a teaching and learning tool. Educational Media International, 56(1), 1–13. https://doi.org/10.1080/09523987.2019.1583461CrossRef

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.

Curcio, I. D. D., Dipace, A., & Norlund, A. (2016). Virtual realities and education. Research on Education and Media, 8(2), 60–68.CrossRef

Damarin, S. K. (2000). The ‘Digital divide’ versus digital differences: Principles for equitable use of technology in education. Educational Technology, 40(4), 17–22.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319–339.CrossRef

Demitriadou, E., Stavroulia, K. E., & Lanitis, A. (2020). Comparative evaluation of virtual and augmented reality for teaching mathematics in primary education. Education and Information Technologies, 25, 381–401. https://doi.org/10.1007/s10639-019-09973-5CrossRef

Domingo, J. R., & Bradley, E. G. (2018). Education student perceptions of virtual reality as a learning tool. Journal of Educational Technology Systems, 46(3), 329–342. https://doi.org/10.1177/0047239517736873CrossRef

Dużmańska, N., Strojny, P., & Strojny, A. (2018). Can simulator sickness be avoided? A review on temporal aspects of simulator sickness. Frontiers in Psychology, 9, 2132–2132. https://doi.org/10.3389/fpsyg.2018.02132CrossRefPubMedPubMedCentral

Eutsler, L., & Long, C. S. (2021). Preservice teachers’ acceptance of virtual reality to plan science instruction. Educational Technology & Society, 24(2), 28–43.

Fegely, A., Hagan, H., & Warriner III, G. (2020). A practitioner framework for blended learning classroom virtual reality inquiry lessons. E-Learning & Digital Media, 17(6). https://doi.org/10.1177/2042753020926948

Figueroa-Flores, J. F., & Huffman, L. (2020). Integrating AR and VR in teacher education: What pre-service teachers perceive. Frontiers in Education Technology, 3(4). https://pdfs.semanticscholar.org/2191/c1e51b1a38f863b920bd992673b709098f39.pdf. Accessed 24 Jan 2024

Galanek, J. D., Gierdowski, D. C., & Brooks, D. C. (2018). ECAR study of undergraduate students and information technology, 2018. Research report. ECAR.

Geršak, G., Lu, H., & Guna, J. (2018). Effect of VR technology matureness on VR sickness. Multimedia Tools and Applications, 79(21–22), 14491–14507. https://doi.org/10.1007/s11042-018-6969-2CrossRef

Google Expeditions. (2021). (Version 2.2.4). [Mobile application software]. Retrieved June 29, 2021. https://itunes.apple.com/us/app/expeditions/id1131711060?mt=8

Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572. https://doi.org/10.1111/bjet.12864CrossRef

Hagan, H., Fegely, A., & Warriner III, G. (2020). Using virtual reality (VR) to enhance C3 inquiry. Social Studies & the Young Learner, 32(4), 10–15. https://www.socialstudies.org/publications/ssyl/march-april2020/using-virtual-reality-vr-to-enhance-c3-framework-inquiry

Haghanikar, T. M., & Hooper, L. M. (2021). Teaching about homelessness through multicultural picture books and virtual reality in preservice teacher education. Journal of Educational Technology Systems, 49(3), 355–375. https://doi.org/10.1177/0047239520958696CrossRef

Hamilton, I. (2018). A practitioner reflection on accessibility in virtual reality environments. The Computer Games Journal, 7(2), 63–74. https://doi.org/10.1007/s40869-018-0061-zCrossRef

Hayes, H. (2023). Virtual reality matures in the K–12 classroom. Ed Tech Magazine. https://edtechmagazine.com/k12/article/2019/03/virtual-reality-matures-k-12-classroom. Accessed 24 Jan 2024.

Hite, R., Jones, M. G., Childers, G., Chesnutt, K., Elysa, C., & Pereyra, M. (2017). Pre-service and in-service science teachers’ technological acceptance of 3D, haptic-enabled virtual reality instructional technology. Electronic Journal of Science Education, 23(1). https://eric.ed.gov/?id=EJ1203195

HolonIQ. (2021). Global learning landscape. https://www.globallearninglandscape.org/. Accessed 24 Jan 2024

Howarth, P. A. (2011). Potential hazards of viewing 3-D stereoscopic television, cinema and computer games: A review. Ophthalmic & Physiological Optics, 31, 111–122.CrossRef

James, B. M. (2018). Using virtual reality to prepare our students for global citizenship. Social Studies Review, 57, 16–22. https://www.proquest.com/openview/604de89e91ff48f9a3518bc9d284187a/1?pq-origsite=gscholar&cbl=48745. Accessed 24 Jan 2024.

Johnson, J. (2019). Jumping into the world of virtual and augmented reality. Knowledge Quest, 47(4), 22–27. https://eric.ed.gov/?id=EJ1207783. Accessed 24 Jan 2024

Kim, W., Lee, S., & Bovik, A. C. (2021). VR sickness versus VR presence: A statistical prediction model. IEEE Transactions on Image Processing, 30, 559–571. https://doi.org/10.1109/TIP.2020.3036782ADSCrossRefPubMed

Kobus, M. B. W., Rietveld, P., & van Ommeren, J. N. (2013). Ownership versus on-campus use of mobile IT devices by university students. Computers and Education, 68(October), 29–41. https://doi.org/10.1016/j.compedu.2013.04.003CrossRef

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.CrossRef

Liu, R., Wang, L., Lei, J., Wang, Q., & Ren, Y. (2020). Effects of an immersive virtual reality-based classroom on students’ learning performance in science lessons. British Journal of Educational Technology, 51(6), 2034–2049. https://doi.org/10.1111/bjet.13028CrossRef

MacLachlan C., & Howland, H. C. (2002). Normal values and standard deviations for pupil diameter and interpupillary distance in subjects aged 1 month to 19 years. Ophthalmic & Physiological Optics, 22(3), 175–82. https://doi.org/10.1046/j.1475-1313.2002.00023.x

MacQuarrie, A., & Steed, A. (2017). Cinematic virtual reality: Evaluating the effect of display type on the viewing experience for panoramic video. Proceedings - IEEE Virtual Reality, 45–54. https://doi.org/10.1109/VR.2017.7892230

Makransky, G., Borre-Gude, S., & Mayer, R. E. (2019). Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. Journal of Computer Assisted Learning, 35, 691–707. https://doi.org/10.1111/jcal.12375CrossRef

Mayer, R. E., & Fiorella, L. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 279 − 315). Cambridge University Press. https://doi.org/10.1017/cbo9781139547369.015

McKenzie, M., & Fegely, A. (2023). Differentiate science lessons by using VR in station rotations. Science Scope, 46(7). https://www.nsta.org/science-scope/science-scope-fall-2023/differentiate-science-lessons-using-vr-station-rotations

McKenzie, S., Rough, J., Spence, A., & Patterson, N. (2019). Virtually there: The potential, process and problems of using 360 video in the classroom. Issues in Informing Science & Information Technology, 16, 211–219. https://doi.org/10.28945/4318CrossRef

Merchant, G. (2012). Mobile practices in everyday life: Popular digital technologies and schooling revisited. British Journal of Educational Technology, 43(5), 770–782. https://doi.org/10.1111/j.1467-8535.2012.01352.xCrossRef

Moro, C., & McLean, M. (2017). Supporting students’ transition to university and problem based learning. Medical Science Educator, 27(2), 353–361. https://doi.org/10.1007/s40670-0170384-6CrossRef

National Center for Health Statistics. (2021). QuickStats: Percentage of children aged 6–17 years who wear glasses or contact lenses, by sex and age group — National Health Interview Survey, 2016. Morbidity and Mortality Weekly Report 2017, 66(917). https://doi.org/10.15585/mmwr.mm6634a7

Nuhoğlu Kibar, P., Gündüz, A. Y., & Akkoyunlu, B. (2020). Implementing bring your own device (BYOD) model in flipped learning: Advantages and challenges. Technology Knowledge and Learning, 25(3), 465–478. https://doi.org/10.1007/s10758-019-09427-4CrossRef

Nussli, N. C., & Oh, K. (2016). Issues surrounding the use of virtual reality in geographic education. The Geography Teacher, 12(4), 159–166.

Ou Yang, F. C., Lo, F. Y. R., Hsieh, C., & Wu, W. C. V. (2020). Facilitating communicative ability of EFL learners via high-immersion virtual reality. Educational Technology & Society, 23(1), 30–49.

Parong, J., & Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785–797. https://doi.org/10.1037/edu0000241CrossRef

Peterson, K., & Stone, B. A. (2019). From theory to practice: Building leadership opportunities through virtual reality science expeditions. International Journal of the Whole Child, 4(1). https://libjournals.mtsu.edu/index.php/ijwc/article/view/1373/973. Accessed 24 Jan 2024.

Pinho, M., Bowman, D., & Freitas, C. (2009). Cooperative object manipulation in collaborative virtual environments. Journal of Brazilian Computer Society, 14(2), 54–67. https://doi.org/10.1590/S0104-65002008000200005CrossRef

Rachman, S., & Taylor, S. (1993). Analyses of claustrophobia. Journal of Anxiety Disorders, 7(4), 281–291. https://doi.org/10.1016/0887-6185(93)90025-GCrossRef

Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Sage.

Saredakis, D., Szpak, A., Birckhead, B., Keage, H. A. D., Rizzo, A., & Loetscher, T. (2020). Factors associated with virtual reality sickness in head-mounted displays: A systematic review and meta-analysis. Frontiers in Human Neuroscience, 14, 96–96. https://doi.org/10.3389/fnhum.2020.00096CrossRefPubMedPubMedCentral

Sarioglu, S., & Girgin, S. (2020). The effect of using virtual reality in 6th grade science course the cell topic on students’ academic achievements and attitudes towards the course. Journal of Turkish Science Education, 17(1), 109–125. https://doi.org/10.36681/tused.2020.16CrossRef

Scheerder, A., van Deursen, A., & van Dijk, J. (2017). Determinants of internet skills, uses and outcomes. A systematic review of the second- and third-level digital divide. Telematics and Informatics, 34(8), 1607–1624. https://doi.org/10.1016/j.tele.2017.07.007CrossRef

Settgast, V., Pirker, J., Lontschar, S., Maggale, S., & Gütl, C. (2016). Evaluating experiences in different virtual reality setups. Paper presented at the International Conference on Entertainment Computing.

Shibata, T., Kim, J., Hofman, D. M., & Banks, M. S. (2011). The zone of comfort: Predicting visual discomfort with stereo displays. Journal of Vision, 11, 1–29.CrossRef

Singh, G. K., Girmay, M., Allender, M., & Christine, R. T. (2020). Digital divide: Marked disparities in computer and broadband internet use and associated health inequalities in the United States. International Journal of Translational Medical Research and Public Health, 4(1), 64–79. https://doi.org/10.21106/ijtmrph.148CrossRef

Slater, M. (2018). Immersion and the illusion of presence in virtual reality. British Journal of Psychology, 109(3), 431–433.CrossRefPubMed

Stoughton, E. H. (2007). How will I get them to behave? Pre service teachers reflect on classroom management. Teaching and Teacher Education, 23(7), 1024–1037. https://doi.org/10.1016/j.tate.2006.05.001CrossRef

Stranger-Johannessen, E. (2018) Exploring math achievement through gamified virtual reality. In V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, M. Scheffel (Eds.) Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science, (vol 11082). Springer. https://doi.org/10.1007/978-3-319-98572-5_57

Stubbs, S. (2008). Inclusive education. Where there are few resources. The Atlas Alliance Publishers.

Stull, A. T., Barrett, T., & Hegarty, M. (2013). Usability of concrete and virtual models in chemistry instruction. Computers in Human Behavior, 29, 2546–2556.CrossRef

Sullivan, F., & Moriarty, M. (2009). Robotics and discover learning: Pedagogical beliefs, teacher practice, and technology integration. Journal of Technology and Teacher Education, 17, 109–142.

The Vision Council. (2013). Fact sheet. Retrieved June 29, 2021. https://www.thevisioncouncil.org/sites/default/files/TVCFactSheet2.pdf

Thiel, F. J., & Steed, A. (2021). A way to a universal VR accessibility toolkit. Retrieved June 29, 2021. https://arxiv.org/abs/2106.00321

Turnbill, P. R. K., & Phillips, J. R. (2017). Ocular effects of virtual reality headset wear in young adults. Scientific Reports, 7(16172), 1–9. https://doi.org/10.1038/s41598-017-16320-6CrossRef

van Dijk, J. (2020). The digital divide. John Wiley & Sons.

Veličković, P., & Milovanović, M. (2021). Improvement of the interaction model aimed to reduce the negative effects of cybersickness in VR rehab applications. Sensors (Basel, Switzerland), 21(2). https://doi.org/10.3390/s21020321

Villena-Taranilla, R., Cózar-Gutiérrez, R., González-Calero, J. A., & López Cirugeda, I. (2019). Strolling through a city of the Roman Empire: An analysis of the potential of virtual reality to teach history in primary education. Interactive Learning Environments, 30(4), 608–618. https://doi.org/10.1080/10494820.2019.1674886CrossRef

Villena-Taranilla, R., Tirado-Olivares, S., Cózar-Gutiérrez, R., & González-Calero, J. A. (2022). Effects of virtual reality on learning outcomes in K-6 education: A meta-analysis. Educational Research Review, 35, 100434. https://doi.org/10.1016/j.edurev.2022.100434CrossRef

von Mammen, S., Knote, A., & Edenhofer, S. (2016). Cyber sick but still having fun. Paper presented at the Proceedings of the 22nd ACM Conference on Virtual Reality Software and Technology.

Wikipedia Commons. (2011). Technology Acceptance Model. https://commons.wikimedia.org/wiki/File:Technology_Acceptance_Model.png. Accessed 24 Jan 2024

Title: The Teaching Methods Classroom Meets Virtual Reality: Insights for Pre-Service Teaching Methods Instructors
Authors: Alex Fegely
Heather Hagan
George Warriner III
Michael McKenzie
Publication date: 14-02-2024
Publisher: Springer US
Published in: TechTrends / Issue 2/2024
Print ISSN: 8756-3894
Electronic ISSN: 1559-7075
DOI: https://doi.org/10.1007/s11528-024-00936-3

Springer Professional

The Teaching Methods Classroom Meets Virtual Reality: Insights for Pre-Service Teaching Methods Instructors

Abstract

Premium Partner

Springer Professional

Abstract

Please log in to get access to your license.

Other articles of this Issue 2/2024

Generative AI, Teacher Knowledge and Educational Research: Bridging Short- and Long-Term Perspectives

Exploring Faculty Perceptions of Outsourced Professional Development for Online Teaching and Learning

Use of Visual Prompts as a Pedagogical Strategy to Reduce Digital Distraction in College Classes

Understanding College Students’ Behavioral Patterns in a Blended Learning Class

The Educational Affordances and Challenges of ChatGPT: State of the Field

More than English: Learning Design for Multilingual Learners