Virtual Reality in Education: Supporting New Learning Experiences by Developing Self-Confidence of Postgraduate Diploma in Education (PGDE) Student-Teachers

Autor/inn/en	Rodolico, Gabriella; Hirsu, Lavinia
Titel	Virtual Reality in Education: Supporting New Learning Experiences by Developing Self-Confidence of Postgraduate Diploma in Education (PGDE) Student-Teachers
Quelle	In: Educational Media International, 60 (2023) 2, S.92-108 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodolico, Gabriella) ORCID (Hirsu, Lavinia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
DOI	10.1080/09523987.2023.2262195
Schlagwörter	Computer Simulation; Technology Uses in Education; Learning Experience; Self Esteem; Graduate Students; Student Teachers; Student Teacher Attitudes; Barriers; Program Implementation + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernerfahrung; Self-esteem; Selbstaufmerksamkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	Emerging evidence has demonstrated that Virtual Reality (VR) supported lessons are able to enhance positive emotions and engagement as well as more memorable experiences, when compared to more traditional instructional tools such as readings from textbooks and videos. However, teachers' self-efficacy while teaching with VR technologies, VR safety in the classroom, the need for technical support and costs have been identified as potential obstacles for Pre-Service Teachers (PSTs) who are interested in the effective use of VR in the classroom. This study aims to explore how we may begin to address these obstacles by integrating VR supported lessons in Initial Teacher Education (ITE) courses. The originality of this study lies in the implementation of a short intervention in an already crowded Post graduate Diploma in Education (PGDE) curriculum and in analysing the impact on PSTs' self-confidence as a factor to initiate sustainable development. Participants were 198 PGDE Primary School student-teachers, who attended two-hour VR supported sessions a week apart in February 2020. Findings suggest that engagement with VR lessons have encouraged participating PSTs to explore this technology for their future practice across different subjects, impacting positively on their self-confidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01