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

Basit Öğe Kaydı
dc.authoridKaradayı, Zafer / 0000-0002-4436-1452
dc.contributor.authorKaradayı, Zafer
dc.contributor.authorGencel, İlke Evin
dc.date.accessioned2025-01-27T19:36:59Z
dc.date.available2025-01-27T19:36:59Z
dc.date.issued2024
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractIn 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.
dc.identifier.doi10.5281/zenodo.11122954
dc.identifier.endpage37
dc.identifier.issn2718-1022
dc.identifier.issue1
dc.identifier.startpage20
dc.identifier.trdizinid1238279
dc.identifier.urihttps://doi.org/10.5281/zenodo.11122954
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1238279
dc.identifier.urihttps://hdl.handle.net/20.500.12428/17078
dc.identifier.volume5
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofInternational journal of educational studies and policy (Online)
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_TRD_20250125
dc.subjectVirtual reality in education
dc.subjecttechnology-enhanced learning
dc.subjectexperiential learning, teacher training
dc.titleA Case Study on the Implementation of Experiential Learning Integrated with Virtual Reality Technology in Teacher Education
dc.typeArticle

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
Zafer Karadayi_Makale.pdf
Boyut:
881.95 KB
Biçim:
Adobe Portable Document Format
İndir

Koleksiyon

TR-Dizin İndeksli Yayınlar Koleksiyonu
Rektörlük Yayın Koleksiyonu