Pre-service Teachers Perspectives of Google Expedition

Cardullo, Victoria M.; Wang, Chih-Hsuan

doi:10.1007/s10643-020-01136-3

Cited by 13 publications

(6 citation statements)

References 22 publications

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“…When evaluated from the perspective of the ecological systems theory, VFTs that allow children to have new and different experiences support their development and learning by positively shaping their microsystems (Jones & Park, 2015). Different studies conducted with children showed that children found VFTs entertaining and wanted to experience these trips again (Cheng & Tsai, 2019;Han, 2020a) and they acquired knowledge and improved their understanding through these experiences (Cardullo & Wang, 2022;Delacruz, 2019). Likewise, the current study also indicated the affective outcomes of VFTs for children, such as happiness and excitement, cognitive outcomes, such as information about the content addressed during VFTs, and behavioral outcomes, such as preferring healthy foods, preparing an earthquake bag, making a list before shopping, and feeding animals with appropriate foods.…”

Section: Discussionmentioning

confidence: 99%

We’ve All Traveled, We’ve All Learnt: Virtual Field Trips in Early Childhood Education

ALAN

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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Field trips, which are a fundamental element of early childhood education, are activities that provide rich learning experiences for children. However, while planning these activities, factors such as security, permission processes, costs, and the attitudes of families bother early childhood teachers. In addition, it becomes impossible to conduct field trips during periods when mobility is restricted, such as the pandemic. Virtual field trips are considered a solution to eliminate these obstacles that limit traditional field trips. However, there is a significant gap in the literature regarding the implementation of virtual field trips in early childhood education. Based on these two points, this study aims to examine the experiences of kindergarten children and their parents regarding virtual field trips. The study, which was designed as an interpretive qualitative study, included 7 children attending kindergarten within the body of a primary school and their parents. Within the scope of the research, 5 virtual field trips were organized to different destinations, and the experiences of children and their parents were examined. As a result of this analysis, the outcomes of virtual field trips for children and families, factors that increase their effectiveness, and advantages and disadvantages of virtual field trips were revealed.

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Section: Discussionmentioning

confidence: 99%

We’ve All Traveled, We’ve All Learnt: Virtual Field Trips in Early Childhood Education

ALAN

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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“…The items for TTF were adapted from Faqih & Jaradat (2021), and the items for measuring perceived ease-of-use and usefulness were self-developed based on prior studies (Jarmon et al, 2009; Wu et al, 2020). For quality factors, the items were mainly adapted from Qin and Zhou (2020) and Cardullo and Wang (2021). As some of the items were initially created in English, we translated them into Chinese and made necessary modifications to make them easier to understand.…”

Section: Methodsmentioning

confidence: 99%

“…Based on the ACE (Acceptance, Creation, and Expertise) model, Geng et al (2021) confirmed teachers' positive attitude toward using ISVVR in geography education; their work also shows that pedagogical technology integration has become one of the most critical factors that affect teachers' adoption of VR technology. Likewise, Cardullo and Wang (2021) used semi-structured interviews to explore trainee teachers' perceptions of using Google Expeditions VR for teaching in elementary classrooms. The results indicated that teachers' attitudes and experiences with it were positive.…”

Section: Teachers' Attitude Toward Using Vr Technologymentioning

confidence: 99%

Factors Influencing School Teachers’ Continuous Usage Intention of Using VR Technology for Classroom Teaching

Liang

Liu

2022

Sage Open

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Teachers’ continuous usage intention for virtual reality (VR) technology is a prerequisite for achieving its expected educational value in elementary and secondary education. Through a comprehensive model considering task-technology fit (TTF) and usage satisfaction, this study involved an analysis framework for the intention of teachers to continue using VR technology for classroom teaching. A questionnaire survey was conducted on 291 teachers of elementary and secondary schools in Jiangsu Province, China, to identify factors affecting their continuous usage intention for VR technology. The results indicated that perceived usefulness and perceived ease-of-usage significantly impacted usage satisfaction. Surprisingly, usage satisfaction did not promote continuous usage intention. System quality and service quality of VR technology were key factors influencing perceived usefulness and perceived ease-of-use, respectively. Meanwhile, TTF promoted teachers’ continuous usage intention while being positively affected by quality factors. Therefore, teachers are more concerned about optimizing pedagogical effectiveness by VR technology. Thus, further applications of VR technology in teaching should focus on improving the application modes. Moreover, a teaching environment supporting the pedagogical application of VR technology and a more autonomous classroom ecology for teachers to conduct VR-supported classroom teaching reform may be important factors to promote teachers’ usage intention for VR technology.

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“…With the help of VR, it becomes possible to create ctional spaces where students hear Maltese. In particular, teachers might play virtual games with students or use the Google Expeditions application to organise virtual expeditions (Cardullo & Wang, 2022). In accordance with Yoshimura and Borst (2021), another advantage of VR is that it makes lessons memorable, and students are highly likely to remember new L2 words (Yoshimura & Borst, 2021).…”

Section: Research Goal and Objectivesmentioning

confidence: 98%

Could Virtual Reality be the Next Approach for International Students Learning Maltese?

Żammit

2022

Preprint

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Although Virtual Reality (VR) technology is becoming increasingly popular, little is known about the prospect of using VR tools for educational purposes in the context of teaching Maltese. The current study used a mixed research methodology to explore this issue. The qualitative approach and a focus group technique were applied to collect data from 25 teachers about the usage of VR in language learning settings. To collect data on the potential efficacy of VR technologies in the Maltesecontext, the research's quantitative phase involved completing an online survey among the same respondents. The study's findings shed light on the effectiveness of VR in teaching and learning Maltese as a second language. The study offers a detailed discussion of the advantages and disadvantages of VR for international students learning Maltese based on the results of NVivo thematic analysis and the quantitative data collected by using the survey method. Educators laud VR for engaging students in an immersive environment and enriching the learning context with vital entertainment features. According to thisresearch, VR tools are not currently being employed to help learners learn Maltese, and there is still a lot of uncertainty about the principles that guide how these tools should be used in ML2 contexts. Thisstudy critically discusses the most important aspects of this uncertainty and outlines a number of challenges related to VR, including high costs, bulky headsets, and technical issues.

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Pre-service Teachers Perspectives of Google Expedition

Cited by 13 publications

References 22 publications

We’ve All Traveled, We’ve All Learnt: Virtual Field Trips in Early Childhood Education

We’ve All Traveled, We’ve All Learnt: Virtual Field Trips in Early Childhood Education

Factors Influencing School Teachers’ Continuous Usage Intention of Using VR Technology for Classroom Teaching

Could Virtual Reality be the Next Approach for International Students Learning Maltese?

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