"Learning by Design" Model’s Impacts on Preservice Teachers' Self-Efficacy and Interest in VR (Virtual Reality) Integration

• In Event: Shaping Future Educators: Immersive Technologies, Equity, and Assistive Innovations

Abstract

This study investigated the impact of the 'Learning By Design' (LBD) model on pre-service teachers' (PTs) self-efficacy and interest in integrating virtual reality (VR) technology into teaching. Involving 69 PTs from a U.S. university, the study found significant improvements in both self-efficacy and interest after the LBD module in technology integration courses. Novice PTs showed greater gains compared to those with moderate teaching experience. Prior VR experience significantly influenced interest but not self-efficacy, with prior VR-experienced PTs showing the highest interest gains. These findings highlighted the LBD model's effectiveness in boosting PTs' self-efficacy and interest in VR integration, providing insights for teacher preparations to meet technology-empowered classrooms’ demands. Implications for strategies for emerging technology integration in teacher preparation are discussed.

Authors

• Yang Liu, Syracuse University

• Jing Lei, Syracuse University