The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality

Abstract

The purpose of this study was to investigate whether a learning design based entirely on the micro level strategies of the Synthesis of Qualitative Data (SQD) model is better suited to promote teachers augmented and virtual reality-related Will, Skill, and Tool (WST) compared to a learning design based less on the SQD model. To this end, we first developed two learning designs that were randomly distributed across two teacher professional development courses. In one course (n = 23), teachers learned according to our developed and fully SQD-based Tell–Show–Enact–Do (TSED) learning design; in the other course, teachers (n = 22) followed a Tell–Show–Enact (TSE) learning design that was less SQD-based. The results of the quasi-experimental field study show that the developed fully SQD-based TSED learning design is better able to promote the elements WST in teachers regarding the integration of augmented and virtual reality in the classroom. The results of the study have implications for theory and practice. For example, the developed TSED learning design can serve as a blueprint for other teacher educators, and the empirical findings support the micro level strategies recommended in the SQD model. Additional findings are discussed.

Exploring the Perception of AI in Learning: Unveiling the Role of Student and Teacher Motivation and Self-Efficacy

“…To support teachers in developing these tailored approaches, professional development regarding AI literacy is needed. For such professional development programs, research-based approaches like suggested in the Tell-Show-Enact-Do learning design (Buchner and Hofmann, 2022) based on the Synthesis of Qualitative Data model (Tondeur et al, 2012) might be helpful as a blueprint.…”

Comparing approaches for selection, development, and deployment of extended reality (XR) teaching applications: A case study at The University of Newcastle Australia

“…As many studies highlight, the use of XR technology alone does not necessarily improve learning outcomes, and the integration of XR into the teaching space is complex (Huang et al, 2019;Mulders et al, 2020;Southgate et al, 2019). Effective use of an innovative educational training solution depends on multiple factors, including the connection to curriculum design, learning outcomes and the students' needs, the willingness and ability of teaching staff to implement the solution, as well as the ease of technology integration into existing teaching context (Buchner & Hofmann, 2022;Proserpio & Gioia, 2007;Rogers, 2003;Seufert et al, 2021;Straub, 2009). These intricacies associated with the use and uptake of a new technology and teaching modality are likely contributing to the fact that XR technology as a sustainably integrated teaching resource remains in its relative infancy.…”