Research Information System
International journal of educational studies and policy (Online), vol.5, no.1, pp.20-37, 2024 (Peer-Reviewed Journal)
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.