Pre-service teachers’ skills and perceptions about the use of virtual learning environments to improve teaching and learning

Quintana, María Graciela Badilla; Sagredo, Angélica Vera; Lytras, Miltiadis D.

doi:10.1080/0144929x.2016.1266388

Cited by 29 publications

(11 citation statements)

References 19 publications

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“…It has been reported that students with high self‐efficacy use more advanced learning strategies; invest more effort in their studies; show more confidence, commitment and persistence in the task; and show future self‐efficacy regarding new tasks (Wilson & Narayan, 2016). Teachers, students and preservice teachers reported that technical difficulties were the most prevalent obstacle encountered when they experienced VW, and teachers reported that these difficulties might dissuade them from using VW in the future (Badilla Quintana et al ., 2017; Lin et al ., 2014; Nussli & Oh, 2016; Ramirez et al ., 2018). However, our data suggests that efficient management of the course and maintaining a high level of discussion and activities further amplify future‐use intentions (Table 7, Figure 3).…”

Section: Discussionmentioning

confidence: 99%

“…Some users enjoyed using the system but preferred face‐to‐face learning (Holmberg & Huvila, 2008). Most complained about technical difficulties which included, among others, lack of adequate technological resources, inadequate bandwidth, slow response time, program freezes and crashes, a nonintuitive interface, a need to update the system frequently, difficulty in activating parts of the program, following the large groups of students, coping with multiple tasks and lack of technical support (Badilla Quintana, Sagredo, & Lytras, 2017; Gregory et al ., 2015; Lin, Wang, Grant, Chien, & Lan, 2014; Mayrath et al ., 2010; Ramirez, Rico, Riofrỉo‐Luzcando, Berrocal‐Lobo, & de Antonio, 2018; Swier & Peterson, 2018). Furthermore, some users stated that the system had no clear goal, no apparent relationship to learning, increased distractions and the risk of being exposed to undesirable content.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

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Factors promoting the use of virtual worlds in educational settings

Shonfeld¹,

Greenstein²

2020

Brit J Educational Tech

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This paper focuses on student attitudes about using a virtual world (VW) learning platform. VWs allow students to meet via avatars and experience events that simulate real social experiences. It can also enhance student motivation, learning and collaboration. However, studies have reported that many students and teachers find VW difficult to use, and thus, do not adopt it. The current study sought to examine preservice teachers' experiences in VW in a multiple‐college course. The aims of the study were to focus on the possible difficulties and supporting factors affecting the present use of VW and identify factors affecting the future use of VW. Ninety‐nine Jewish and Arab students from eight teachers' colleges in Israel who participated in a VW learning experience completed an online questionnaire, which included items relating to their experience with computer games, difficulties and level of satisfaction with the course. Computer‐game experience, cultural background, technical difficulties and satisfaction with class management predicted the intention to use VW in the future. Possible practical and theoretical implications are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Factors promoting the use of virtual worlds in educational settings

Shonfeld¹,

Greenstein²

2020

Brit J Educational Tech

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“…In Chile, studies on immersive technologies are mostly carried out at the tertiary levels [14][15][16], and findings in K-12 are rather scarce, especially using technology with students with special educational needs [17,18]. In this context, the research problem derives from the necessity to study educational possibilities provided by the curricular integration of immersive technology such as augmented reality and its effect on academic achievement in a diverse class of secondary students taking chemistry.…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

2020

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Virtual reality has impacted education, where progressively more educational institutions consider its inclusion. The research problem derives from the need to study the educational possibilities provided by integrating augmented reality into the curriculum, and its effect on academic achievement in a diverse class, specifically in the chemistry subject. This study examines 60 school-age participants with and without special educational needs, and addresses three overarching questions: (a) Would integrating augmented reality (AR) technology result in better academic achievement? (b) Would knowledge be retained longer by using AR? (c) Is there any relationship between academic achievement, acceptance and motivation regarding the use of this technology? Embracing the socio-constructivist theory of learning and collaborative and immersive learning as a framework, this study was carried out using a quantitative approach and a pre-experimental design. The AR VR Molecules Editor application was used in chemistry lessons. Main results showed significant immediate academic achievement and content retention. Despite classroom diversity, immersive technologies enhance students’ learning regardless of whether they have special educational needs (SEN) or not. They also acknowledge that AR is a suitable sustainable technology that may foster social and cognitive justice and inclusive education, and train students that are equally prepared for the dynamic future.

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“…PLEs are understood from two influential approaches: pedagogical and technological [12,31]. The pedagogical approach defines PLE as a change in educational methodology that promotes self-learning through the use of different resources.…”

Section: Tools and Strategies In Plementioning

confidence: 99%

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

2020

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This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.

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Pre-service teachers’ skills and perceptions about the use of virtual learning environments to improve teaching and learning

Cited by 29 publications

References 19 publications

Factors promoting the use of virtual worlds in educational settings

Factors promoting the use of virtual worlds in educational settings

Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

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