Exploring the influences of immersive stimuli in virtual reality-based teacher training simulations

• In Event: AERA Poster Session Wednesday 9:45am
  In Poster Session: Diverse Learners and Inclusive Teaching Practices

Abstract

Immersive learning theory has been overly influenced by virtual reality technologies, resulting in a deficit in understanding on how alternative immersive stimuli may impact learning and learner experience. This experimental study involves 52 early-career teachers randomly assigned to a narrative or expository text treatment prior to engaging in a VR-based teacher training simulation. The goal of the study was to determine whether participants could be primed with a narrative text to increase the perception of immersion in the simulation and increase learning gains. Data from a pre-post teaching knowledge test and a post-questionnaire were analyzed using ANOVA and MANOVA, respectively. No significant differences were detected between groups. This study extends immersive-learning theory by exploring the interrelation of different immersive stimuli.

Author

• Alex Barrett, Florida State University