Measure of Preservice Teacher Concerns to Use Virtual Reality in Science

• In Event: Studies and Applications of Virtual and Augmented Reality

Abstract

This mixed-method study examined preservice teacher (PST) concerns to integrate virtual reality (VR) into science. Framed by the Concerns-Based Adoption Model, PSTs explored VR tours and created a personalized tour. Pre and post analysis of the stages of concern questionnaire show four of five PSTs 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 VR in the classroom. Qualitative data (surveys, science journals, focus group) emphasize technical aspects of VR, learning engagement/satisfaction, generation of lesson plan ideas, and intention to use VR. Implications for educational researchers, administrators, and digital designers address the integration of VR, instructional planning, and usability considerations.

Authors

• Lauren Eutsler, University of North Texas

• Christopher Sean Long, University of North Texas