Research Article
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Year 2024, Volume: 5 Issue: 1, 20 - 37, 19.05.2024

Zafer Karadayı , İlke Evin Gencel

Abstract

References

  • Akbulut, S. (2021). Deneyimsel öğrenme temalı ters yüz edilmiş öğretmen eğitimi: Bir durum çalışması. Unpublished doctoral dissertation, İzmir Democracy University, İzmir.
  • Atal, D., Admiraal, W. F., & Saab, N. (2023). 360° Video in teacher education: A systematic review of why and how it is used in teacher education. Teaching and Teacher Education, 135, 104349. https://doi.org/10.1016/j.tate.2023.104349
  • Bala, I. (2018). Issues and challenges in teacher education. International Journal of Creative Research Thoughts, 6(1): 2137-2139.
  • Billingsley, G., Smith, S., Smith, S. & Meritt, J. (2019). A systematic literature review of using ımmersive virtual reality technology in teacher educationn. Journal of Interactive Learning Research, 30(1), 65-90.
  • Bown, J., White, E., & Boopalan, A. (2017). Looking for the ultimate display: A brief history of virtual reality. In J. Gackenbach & J. Bown (Eds.), Boundaries of Self and Reality Online (pp. 239-259). San Diego: Academic Press.
  • Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8): 947-67. https://doi.org/10.1016/S0742-051X(02)00053-7
  • Clark, S. (2011). Pre-service teachers’ perspectives on using scenario-based virtual worlds inscience education. Computers & Education, 57(4), 2224–2235. https://doi.org/10.1016/j.compedu.2011.05.015
  • Cohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher coaching in a simulated environment. Educational Evaluation and Policy Analysis, 42(2), 208–231. https://doi.org/10.3102/01623737209062
  • Dursun, O. (2019). Pre-service information technology teachers’ self-efficacy, self-esteem and attitudes towards teaching: A four-year longitudinal study. Contemporary Educational Technology, 10(2):137-55. https://doi.org/10.30935/cet.554478.
  • Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
  • Evin-Gencel, I. (2020). Erken çocuklukta deneyimsel öğrenme kuramı ve biyo-ekolojik kuram: Kolb & Bronfenbrenner. In G. Yıldırım & G. Özyılmaz (Eds.), Erken çocuklukta öğrenme yaklaşımları (pp. 172-199). Ankara: Pegem Akademi Yayıncılık
  • Evin-Gencel, I., Erdogan, M., Kolb, A. Y., & Kolb, D. A. (2021). Rubric for experiential training. International Journal of Progressive Education 17(4):188-211. https://doi.org/10.29329/ijpe.2021.366.13
  • Fox, D., Park, S.S.Y., Borcar, A., Brewer, A., & Yang, J. (2018). Element selection of three-dimensional objects in virtual reality. In J. Chen & G. Fragomeni (Eds.), Virtual, Augmented and Mixed Reality: Interaction,
  • Navigation, Visualization, Embodiment, and Simulation (Vol. 10909, pp. 13-29). Springer, Cham. https://doi.org/10.1007/978-3-319-91581-4_2
  • Fox-Turnbull, W. & Snape, P. (2011). Technology teacher education through a constructivist approach. Design and Technology Education, 16(2), 45-56.
  • Gerring, J. (2007). Case study research: Principles and practices. Cambridge University Press.
  • Grossman, P. (2018). Teaching core practices in teacher education. Harvard Education Press.
  • Girvan, C., Conneely, C., & Tangney, B. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, 58:129-39. https://doi.org/10.1016/j.tate.2016.04.009
  • Guetterman, T. C., & Fetters, M. D. (2018). Two methodological approaches to the integration of mixed methods and case study designs: A systematic review. American Behavioral Scientist, 62(7), 900-918. https://doi.org/10.1177/0002764218772641
  • Harfitt, G. J., & Chow, J. M. L. (2018). Transforming traditional models of initial teacher education through a mandatory experiential learning programme. Teaching and Teacher Education 73:120-29. https://doi.org/10.1016/j.tate.2018.03.021
  • Hu, Y., & Lee, J. J. (2008). Virtual reality in education: A tool for learning in the experience age. Educational Technology Research & Development, 56(1), 75-83. https://doi.org/10.1007/s11423-007-9040-9
  • Huh, Y. (2020). 360° Virtual reality project to inspire future educators to be creators. Journal of Education for Teaching 46(3), 421-23. https://doi.org/10.1080/02607476.2020.1766833
  • Ke, F., Lee, S., & Xu, X. (2016). Teaching training in a mixed-reality integrated learning environment. Computers in Human Behavior, 62, 212–220. https://doi.org/10.1016/j.chb.2016.03.094
  • Kim, A.J., & Ko, E. (2012). Do social media marketing activities enhance customer equity? An empirical study of luxury fashion brand. Journal of Business Research, 65, 1480-1486. http://dx.doi.org/10.1016/j.jbusres.2011.10.014
  • Kimmelmann, N., & Lang, J. (2018). Linkage within teacher education: Cooperative learning of teachers and student teachers. European Journal of Teacher Education, 42(1):52-64. https://doi.org/10.1080/02619768.2018.1547376
  • Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development. Pearson Ed. Inc.
  • Kolb, A. Y., & Kolb, D. A. (2017). The experiential educator: principles and practices of experiential learning. Experience Based Learning Systems, Inc.
  • Kosko, K.W., Ferdig, R.E., & Roche, L. (2021). Conceptualizing a shared definition and future directions for extended reality (XR) in teacher education. Journal of Technology and Teacher Education, 29(3), 257-277.
  • Lamb, R., & Etopio, E. A. (2020). Virtual reality: A tool for preservice science teachers to put theory into practice. Journal of Science Education and Technology, 29(4), 573–585. https://doi.org/10.1007/s10956-020-09837-5
  • Laxmi, V., & Gure, G. S. (2016). Techno-pedagogy practices in teacher education. International Journal of Enhanced Research in Educational Development, 4(6):133-40.
  • Lege, R., & Bonner, E. (2020). Virtual reality in education: The promise, progress, and challenge. The Jaltcall Journal, 16(3), 167–180. https://doi.org/10.29140/jaltcall.v16n3.388
  • Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2023). Virtual reality in education: A review of learning theories, approaches and methodologies for the last decade. Electronics, 12 (2832), 2-21. https://doi.org/10.3390/electronics12132832
  • McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386. https://doi.org/10.1177/0022487113493807
  • McGarr, O. (2020). The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: Implications for reflective practice. Journal of Education for Teaching, 46(2), 159–169. https://doi.org/10.1080/02607476.2020.1724654
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Mills, Albert J., Gabrielle Durepos, ve Elden Wiebe, ed. 2010. Encyclopedia of case study research. Los Angeles: SAGE Publications.
  • Nissim, Y., & Weissblueth, E. (2017). Virtual reality (vr) as a source for self-efficacy in teacher training. International Education Studies, 10(8), 52-59. https://doi.org/10.5539/ies.v10n8p52
  • Pantelidis, V. S. (2010). Reasons to use virtual reality in education and training courses and a model to determine when to use virtual reality. Themes in Science and Technology Education, 2(1-2), 59-70.
  • Poupyrev, I., Billinghurst, M., Weghorst, S., & Ichikawa, T. (1996). The go-go ınteraction technique: Non-linear mapping for direct manipulation in VR. In Proceedings of the ACM Symposium on User Interface Software and Technology (UIST 1996) (pp. 79-80). Seattle, WA, USA: ACM. https://doi.org/10.1145/237091.237102
  • Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology, 11, 25–41. https://doi.org/10.1080/14780887.2013.801543
  • Serin, H. (2020). Virtual reality in education from the perspective of teachers. Amazonia, 9(26), 291-303. https://doi.org/10.34069/AI/2020.26.02.33
  • Stavroulia, K.E., & Lanitis, A. (2020). Addressing the cultivation of teachers’ reflection skills via virtual reality based methodology. In M. E. Auer & T. Tsiatsos (Eds.), The Challenges of the Digital Transformation in Education (Vol. 916, pp. 285-296). Springer International Publishing.
  • Wright, W. G. (2014). Using virtual reality to augment perception, enhance sensorimotor adaptation, and change our minds. Frontiers in Systems Neuroscience 8(56),1-6. https://doi.org/10.3389/fnsys.2014.00056
  • Yıldırım, A. (2013). Türkiye’de öğretmen eğitimi araştırmaları: Yönelimler, sorunlar ve öncelikli alanlar. Eğitim ve Bilim, 38(169), 175-191.
  • Wadhera, M. (2016). The information age is over; Welcome to the experience age. TechCrunch. Retrieved from: https://social.techcrunch.com/2016/05/09/the-information-age-is-over-welcome-to-the-experience-age on 02.03.2024.
  • Zakrzewski, J., & Newton, B. (2022). Technology in teacher education: Student perceptions of ınstructional technology in the classroom. Journal on Empowering Teaching Excellence 6(1), 47-59. https://doi.org/10.26077/0b43-c702

A Case Study on the Implementation of Experiential Learning Integrated with Virtual Reality Technology in Teacher Education

Year 2024, Volume: 5 Issue: 1, 20 - 37, 19.05.2024

Zafer Karadayı , İlke Evin Gencel

Abstract

In this study, the implementation of experiential learning integrated with virtual reality (VR) technology in teacher education was investigated. The study involved 29 pre-service teachers selected through purposive sampling for its case study design. Within the study, the participants first received an informative training session on experiential learning theory and VR technologies. Subsequently, they engaged with two different scenarios, each offering three degrees of freedom, using cardboard VR glasses. This process aligned with the stages of Kolb's Experiential Learning Theory, encompassing concrete experience, reflective observation, abstract conceptualization, and active experimentation. Data collection employed semi-structured interviews, metaphor analysis, and unstructured researcher observations. The data were then analyzed using content analysis techniques. The results revealed that 19 pre-service teachers encountered VR technology for the first time, whereas 7 had previously experienced VR only for gaming purposes. None of the participants had prior experience using VR technology for educational purposes. Participants generally responded positively to the VR-integrated experiential learning implementation, finding it engaging. VR appears to hold potential for widespread use in education, particularly during challenging periods like pandemics. Additionally, VR could prove effective in adapting instruction to individual differences and fostering inclusive education. The potential benefits of integrating VR technology into teacher education programs were highlighted. However, the frequent citation of unequal technology access by participants was noted as a disadvantage. This criticism, rather than targeting the VR-integrated experiential learning practice itself, underscores socioeconomic barriers that may hinder its widespread adoption.

Keywords

Virtual reality in education technology-enhanced learning experiential learning teacher training

Ethical Statement

The study was carried out with the approval of Canakkale Onsekiz Mart University Ethics Commission dated 14/04/2022 and numbered 08/13.

References

  • Akbulut, S. (2021). Deneyimsel öğrenme temalı ters yüz edilmiş öğretmen eğitimi: Bir durum çalışması. Unpublished doctoral dissertation, İzmir Democracy University, İzmir.
  • Atal, D., Admiraal, W. F., & Saab, N. (2023). 360° Video in teacher education: A systematic review of why and how it is used in teacher education. Teaching and Teacher Education, 135, 104349. https://doi.org/10.1016/j.tate.2023.104349
  • Bala, I. (2018). Issues and challenges in teacher education. International Journal of Creative Research Thoughts, 6(1): 2137-2139.
  • Billingsley, G., Smith, S., Smith, S. & Meritt, J. (2019). A systematic literature review of using ımmersive virtual reality technology in teacher educationn. Journal of Interactive Learning Research, 30(1), 65-90.
  • Bown, J., White, E., & Boopalan, A. (2017). Looking for the ultimate display: A brief history of virtual reality. In J. Gackenbach & J. Bown (Eds.), Boundaries of Self and Reality Online (pp. 239-259). San Diego: Academic Press.
  • Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8): 947-67. https://doi.org/10.1016/S0742-051X(02)00053-7
  • Clark, S. (2011). Pre-service teachers’ perspectives on using scenario-based virtual worlds inscience education. Computers & Education, 57(4), 2224–2235. https://doi.org/10.1016/j.compedu.2011.05.015
  • Cohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher coaching in a simulated environment. Educational Evaluation and Policy Analysis, 42(2), 208–231. https://doi.org/10.3102/01623737209062
  • Dursun, O. (2019). Pre-service information technology teachers’ self-efficacy, self-esteem and attitudes towards teaching: A four-year longitudinal study. Contemporary Educational Technology, 10(2):137-55. https://doi.org/10.30935/cet.554478.
  • Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
  • Evin-Gencel, I. (2020). Erken çocuklukta deneyimsel öğrenme kuramı ve biyo-ekolojik kuram: Kolb & Bronfenbrenner. In G. Yıldırım & G. Özyılmaz (Eds.), Erken çocuklukta öğrenme yaklaşımları (pp. 172-199). Ankara: Pegem Akademi Yayıncılık
  • Evin-Gencel, I., Erdogan, M., Kolb, A. Y., & Kolb, D. A. (2021). Rubric for experiential training. International Journal of Progressive Education 17(4):188-211. https://doi.org/10.29329/ijpe.2021.366.13
  • Fox, D., Park, S.S.Y., Borcar, A., Brewer, A., & Yang, J. (2018). Element selection of three-dimensional objects in virtual reality. In J. Chen & G. Fragomeni (Eds.), Virtual, Augmented and Mixed Reality: Interaction,
  • Navigation, Visualization, Embodiment, and Simulation (Vol. 10909, pp. 13-29). Springer, Cham. https://doi.org/10.1007/978-3-319-91581-4_2
  • Fox-Turnbull, W. & Snape, P. (2011). Technology teacher education through a constructivist approach. Design and Technology Education, 16(2), 45-56.
  • Gerring, J. (2007). Case study research: Principles and practices. Cambridge University Press.
  • Grossman, P. (2018). Teaching core practices in teacher education. Harvard Education Press.
  • Girvan, C., Conneely, C., & Tangney, B. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, 58:129-39. https://doi.org/10.1016/j.tate.2016.04.009
  • Guetterman, T. C., & Fetters, M. D. (2018). Two methodological approaches to the integration of mixed methods and case study designs: A systematic review. American Behavioral Scientist, 62(7), 900-918. https://doi.org/10.1177/0002764218772641
  • Harfitt, G. J., & Chow, J. M. L. (2018). Transforming traditional models of initial teacher education through a mandatory experiential learning programme. Teaching and Teacher Education 73:120-29. https://doi.org/10.1016/j.tate.2018.03.021
  • Hu, Y., & Lee, J. J. (2008). Virtual reality in education: A tool for learning in the experience age. Educational Technology Research & Development, 56(1), 75-83. https://doi.org/10.1007/s11423-007-9040-9
  • Huh, Y. (2020). 360° Virtual reality project to inspire future educators to be creators. Journal of Education for Teaching 46(3), 421-23. https://doi.org/10.1080/02607476.2020.1766833
  • Ke, F., Lee, S., & Xu, X. (2016). Teaching training in a mixed-reality integrated learning environment. Computers in Human Behavior, 62, 212–220. https://doi.org/10.1016/j.chb.2016.03.094
  • Kim, A.J., & Ko, E. (2012). Do social media marketing activities enhance customer equity? An empirical study of luxury fashion brand. Journal of Business Research, 65, 1480-1486. http://dx.doi.org/10.1016/j.jbusres.2011.10.014
  • Kimmelmann, N., & Lang, J. (2018). Linkage within teacher education: Cooperative learning of teachers and student teachers. European Journal of Teacher Education, 42(1):52-64. https://doi.org/10.1080/02619768.2018.1547376
  • Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development. Pearson Ed. Inc.
  • Kolb, A. Y., & Kolb, D. A. (2017). The experiential educator: principles and practices of experiential learning. Experience Based Learning Systems, Inc.
  • Kosko, K.W., Ferdig, R.E., & Roche, L. (2021). Conceptualizing a shared definition and future directions for extended reality (XR) in teacher education. Journal of Technology and Teacher Education, 29(3), 257-277.
  • Lamb, R., & Etopio, E. A. (2020). Virtual reality: A tool for preservice science teachers to put theory into practice. Journal of Science Education and Technology, 29(4), 573–585. https://doi.org/10.1007/s10956-020-09837-5
  • Laxmi, V., & Gure, G. S. (2016). Techno-pedagogy practices in teacher education. International Journal of Enhanced Research in Educational Development, 4(6):133-40.
  • Lege, R., & Bonner, E. (2020). Virtual reality in education: The promise, progress, and challenge. The Jaltcall Journal, 16(3), 167–180. https://doi.org/10.29140/jaltcall.v16n3.388
  • Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2023). Virtual reality in education: A review of learning theories, approaches and methodologies for the last decade. Electronics, 12 (2832), 2-21. https://doi.org/10.3390/electronics12132832
  • McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386. https://doi.org/10.1177/0022487113493807
  • McGarr, O. (2020). The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: Implications for reflective practice. Journal of Education for Teaching, 46(2), 159–169. https://doi.org/10.1080/02607476.2020.1724654
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Mills, Albert J., Gabrielle Durepos, ve Elden Wiebe, ed. 2010. Encyclopedia of case study research. Los Angeles: SAGE Publications.
  • Nissim, Y., & Weissblueth, E. (2017). Virtual reality (vr) as a source for self-efficacy in teacher training. International Education Studies, 10(8), 52-59. https://doi.org/10.5539/ies.v10n8p52
  • Pantelidis, V. S. (2010). Reasons to use virtual reality in education and training courses and a model to determine when to use virtual reality. Themes in Science and Technology Education, 2(1-2), 59-70.
  • Poupyrev, I., Billinghurst, M., Weghorst, S., & Ichikawa, T. (1996). The go-go ınteraction technique: Non-linear mapping for direct manipulation in VR. In Proceedings of the ACM Symposium on User Interface Software and Technology (UIST 1996) (pp. 79-80). Seattle, WA, USA: ACM. https://doi.org/10.1145/237091.237102
  • Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology, 11, 25–41. https://doi.org/10.1080/14780887.2013.801543
  • Serin, H. (2020). Virtual reality in education from the perspective of teachers. Amazonia, 9(26), 291-303. https://doi.org/10.34069/AI/2020.26.02.33
  • Stavroulia, K.E., & Lanitis, A. (2020). Addressing the cultivation of teachers’ reflection skills via virtual reality based methodology. In M. E. Auer & T. Tsiatsos (Eds.), The Challenges of the Digital Transformation in Education (Vol. 916, pp. 285-296). Springer International Publishing.
  • Wright, W. G. (2014). Using virtual reality to augment perception, enhance sensorimotor adaptation, and change our minds. Frontiers in Systems Neuroscience 8(56),1-6. https://doi.org/10.3389/fnsys.2014.00056
  • Yıldırım, A. (2013). Türkiye’de öğretmen eğitimi araştırmaları: Yönelimler, sorunlar ve öncelikli alanlar. Eğitim ve Bilim, 38(169), 175-191.
  • Wadhera, M. (2016). The information age is over; Welcome to the experience age. TechCrunch. Retrieved from: https://social.techcrunch.com/2016/05/09/the-information-age-is-over-welcome-to-the-experience-age on 02.03.2024.
  • Zakrzewski, J., & Newton, B. (2022). Technology in teacher education: Student perceptions of ınstructional technology in the classroom. Journal on Empowering Teaching Excellence 6(1), 47-59. https://doi.org/10.26077/0b43-c702
There are 46 citations in total.

Details

Primary Language English
Subjects Teacher Education and Professional Development of Educators
Journal Section Articles
Authors

Zafer Karadayı 0000-0002-4436-1452

İlke Evin Gencel 0000-0002-2113-701X

Publication Date May 19, 2024
Submission Date November 10, 2023
Acceptance Date May 6, 2024
Published in Issue Year 2024 Volume: 5 Issue: 1

Cite

APA Karadayı, Z., & Evin Gencel, İ. (2024). A Case Study on the Implementation of Experiential Learning Integrated with Virtual Reality Technology in Teacher Education. International Journal of Educational Studies and Policy, 5(1), 20-37. https://doi.org/10.5281/zenodo.11122954
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