Design, Explore, and Reflect: Preservice Teacher Classroom Design Competency-Building Using Immersive Learning Technology

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

Abstract

Immersive learning technologies have shown initial promising results in expanding experiential opportunities in teacher education. Grounded by the Cognitive Affective Model of Immersive Learning (CAMIL), this descriptive study investigated the development and implementation of a virtual reality-infused module on classroom design that involved an original 3D classroom design application and simulated explorations of the pre-service teacher-created classroom spaces using virtual reality headsets. The module was implemented over four weeks in five sections of an educational technology course for pre-service elementary teachers. Participants completed a post-module reflection survey. Findings include changes the pre-service teachers made to their classroom designs across the four-week module and how the immersive technology components contributed to their development of the classroom design competency.

Authors

• Kelly Davis, University of Houston

• Susie Gronseth, University of Houston

• Tony Liao, University of Houston

• Sammy Tawakkol, University of Houston

• Justin T. Burris, University of Houston

• Leslie A. Coward, University of Houston