Integrate Virtual Reality in Science Education: An Ethnographic Case Study of Faculty and Students/Pre-service Teachers Experiences

• In Event: Digital Professionalism and Immersive Technologies in Teacher Education and Practice

Abstract

This qualitative study investigated the integration of Virtual Reality (VR) in science education via an ethnographic case study of a science method course geared toward K-8 pre-service teachers at a 4-year university. Using classroom observations, a student focus group, and a faculty interview, researchers captured lived experiences and instructional adjustments surrounding VR. Students reported heightened engagement, motivation, and clearer grasp of abstract concepts through interactive, feedback-rich simulations. The instructor stressed deliberate selection of VR apps and alignment with learning goals. The study underscores VR’s potential to prepare future teachers as “change agents”, while highlighting the need to address practical implementation barriers for effective and widespread adoption.

Authors

• Wei Wu, California State University - Fresno

• Xiaojun Chen, St. John's University

• Amanda Klassen, California State University - Fresno

• Theresa White, California State University - Fresno