Virtual Reality: a Tool for Preservice Science Teachers to Put Theory into Practice

Lamb, Richard; Etopio, Elisabeth

doi:10.1007/s10956-020-09837-5

Cited by 44 publications

(14 citation statements)

References 49 publications

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“…The same arguments have been applied to teacher education as well. As the unique affordances of VR closely align with the goals of practice-based teacher education (Dieker et al 2014;Grossman 2018), we are seeing a growing use of VR in teacher education over the last decade (Billingsley et al 2019;Lamb and Etopio 2020).…”

Section: Affordances Of Virtual Reality For Learning and Trainingmentioning

confidence: 99%

Virtual Reality in Teacher Education From 2010 to 2020: A Review of Program Implementation, Intended Outcomes, and Effectiveness Measures

Huang¹,

Richter²,

Kleickmann³

et al. 2021

Preprint

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Virtual reality (VR) is a technology that recreates realistic scenarios in a controllable virtual environment. VR has been widely adopted in professional training of situational, adaptive, and complex skills within various occupations, yet the field of teacher education has only just started to utilize this technology in the recent decade. In order to advance the application of VR in teacher education, the current review presents a synopsis of state-of-the-art literature from 2010 to 2020. We conducted a review regarding the details of program implementation (e.g., VR system and simulated situations), intended outcomes (e.g., factual/conceptual or procedural knowledge), and measures used to evaluate the effectiveness of teacher education programs that implemented various VR systems. Based on the review of 46 empirical studies, we found that 1) VR-based training programs mostly targeted pre-service teachers, and that they most frequently simulated instructional situations; 2) VR has been used most often for fostering procedural knowledge; 3) the majority of studies reported positive results regarding the intended outcomes and the effectiveness of VR has been measured mostly by teachers’ self-reports. We also identified areas of improvement and future directions for the application of VR in teacher education and teacher education research.

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Section: Affordances Of Virtual Reality For Learning and Trainingmentioning

confidence: 99%

Virtual Reality in Teacher Education From 2010 to 2020: A Review of Program Implementation, Intended Outcomes, and Effectiveness Measures

Huang¹,

Richter²,

Kleickmann³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Este aspecto podría ser tratado en detalle por futuras investigaciones pues brinda una puerta de posibilidades de análisis, como también lo sugirió Wijaya et al (2020). Finalmente, una de los efectos que se está observando después del inicio de la pandemia por Covid-19 es que, muy probablemente, el aprendizaje digital de las matemáticas quede como una parte constitutiva del proceso de enseñanza -aprendizaje en las universidades y otros centros de formación académica (Mulenga & Marbán, 2020;Radha et al, 2020), facilitando la exploración de otros aspectos complementarios como el empleo de realidad virtual que permita poner en práctica la teoría explicada y desarrollada en las fases formativas de las matemáticas (Lamb & Etopio, 2020;Rosa & Pinheiro, 2020;Simonetti et al, 2020).…”

Section: Resultados A) Análisis De Los Componentes Evaluados En La Resolución De Problemas De Figuras Geométricas Bidimensionalesunclassified

Software GeoGebra en la mejora de capacidades resolutivas de problemas de figuras geométricas bidimensionales en universitarios

Melgar

Osores

Tarazona

et al. 2021

PyR

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El objetivo fue evaluar el efecto de la aplicación del software GeoGebra en las habilidades de resolución de problemas de figuras geométricas bidimensionales en una muestra de 53 estudiantes universitarios distribuidos en dos grupos (control – experimental) evaluados en dos momentos: antes y despues de la intervención. Se emplearon pruebas paramétricas para comparación de pares relacionados e independientes y no paramétricas para comparar entre los niveles de clasificación. Los resultados evidenciaron que el grupo experimental post test fue el que mejor rendimiento presentó demostrándose que el uso del software GeoGebra mejoró las habilidades resolutivas de ese tipo de problemas matemáticos fomentandose el trabajo colaborativo, integración socio estudiantil y mejora del clima de clase. Se recomienda ampliar el uso de esta herramienta con otras aplicaciones que coayuven el proceso de enseñanza aprendizaje.

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“…In [2], the impact of VR systems on student achievements in engineering colleges was investigated by evaluating the results of post-quizzes and the results show that VR conditions present significant advantages when compared to no-VR conditions since students improve their performance, which indicates that VR can successfully support teaching engineering classes. Additionally, VR was also evaluated to help teachers develop specific skills that can be helpful in their teaching processes [33]. In addition to teaching and learning processes, another aspect under evaluation concerns the types of virtual environment configurations that are used not only for learning, but also for exploring immersion, motivation, and interaction.…”

Section: Related Workmentioning

confidence: 99%

Digital Transformations of Classrooms in Virtual Reality

Gao

Bozkir

Hasenbein

et al. 2021

Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

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Virtual Reality: a Tool for Preservice Science Teachers to Put Theory into Practice

Cited by 44 publications

References 49 publications

Virtual Reality in Teacher Education From 2010 to 2020: A Review of Program Implementation, Intended Outcomes, and Effectiveness Measures

Virtual Reality in Teacher Education From 2010 to 2020: A Review of Program Implementation, Intended Outcomes, and Effectiveness Measures

Software GeoGebra en la mejora de capacidades resolutivas de problemas de figuras geométricas bidimensionales en universitarios

Digital Transformations of Classrooms in Virtual Reality

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