Preservice Teachers' Acceptance of Virtual Reality to Plan Science Instruction

To improve understanding of preservice teacher acceptance and integration of virtual reality into science, this study examined individual concerns to integrate virtual reality into science instruction before and after a hands-on intervention with virtual reality. Framed by the Concerns-Based Adoption Model using a mixed-method design, preservice teachers were exposed to a 5-week intervention to integrate and expand on existing VR tours and construct a personalized VR tour. Pre and post analysis of the stages of concern questionnaire show four of five preservice teachers remained focused on their personal concerns (stage 2, unsure of VR teaching demands). The fifth advanced to stage 3, management, and was interested in learning ways to implement virtual reality in the classroom. Open-ended data (survey items, science journals, focus group) illuminated concerns about the technical aspects of VR, learning engagement/satisfaction, and generation of lesson plan ideas, which influenced preservice teachers' intention to use VR. For four of five preservice teachers, this experience increased their likelihood to use VR in the classroom, with adoption dependent on using VR with their students. Implications for teacher educators, educational researchers, administrators, and digital designers address the integration of VR, instructional planning, and usability considerations.

Automated summary

This study revealed that before engaging in virtual reality practice, most preservice teachers focused on their personal concerns regarding VR teaching. However, as the practice progressed, some preservice teachers shifted their focus to management concerns and showed interest in learning specific ways to implement virtual reality in the classroom.