Teaching and Learning Processes in Immersive VR – Comparing Expectations of Preservice Teachers and Teacher Educators
(2020)Abstract
The usage of VR in higher education is not uncommon anymore. However, concepts are mainly still focusing on technical rather than pedagogical aspects of VR in the classroom. The exploration of the expectations of teacher educators as well as of preservice teachers appears indispensable (1) to achieve a sound understanding of requirements, (2) to identify potential design spaces, and finally (3) to create and to derive suitable pedagogical approaches for VR in initial teacher education. This paper presents results of guideline-based qualitative interviews comparing the expectations of teacher educators and of preservice teachers regarding teaching and learning in immersive virtual learning environments. The results showed that preservice teachers and teacher educators expect VR to enrich classes through interactive engagement in situations that would otherwise be too costly or dangerous. Regarding the design, teacher educators put the emphasis on functionality. Student teachers emphasized that they do not want to miss social interactions with their peers. Furthermore, both groups stated preferred modes of collaboration and interaction taking into account the characteristics of a virtual learning surrounding such as being able to use diverse learning spaces for group work. Interviewees agreed on two vital factors for effective learning and teaching processes: flexibility and the possibility of customization considering technical properties that are to deal with. Apart from this, preservice teachers emphasized strongly their worries about data usage and the ethics regarding using avatars and agents for representation.
