Virtual Reality in education: supporting new learning experiences by developing self-confidence of Postgraduate Diploma in Education (PGDE) student-teachers

ABSTRACT

Emerging evidence has demonstrated that Virtual Reality (VR) supported lessons are able to enhance positive emotions and engagement as well as more memorable experiences, when compared to more traditional instructional tools such as readings from textbooks and videos. However, teachers’ self-efficacy while teaching with VR technologies, VR safety in the classroom, the need for technical support and costs have been identified as potential obstacles for Pre-Service Teachers (PSTs) who are interested in the effective use of VR in the classroom. This study aims to explore how we may begin to address these obstacles by integrating VR supported lessons in Initial Teacher Education (ITE) courses. The originality of this study lies in the implementation of a short intervention in an already crowded Post graduate Diploma in Education (PGDE) curriculum and in analysing the impact on PSTs’ self-confidence as a factor to initiate sustainable development. Participants were 198 PGDE Primary School student-teachers, who attended two-hour VRsupported sessions a week apart in February 2020. Findings suggest that engagement with VR lessons have encouraged participanting PSTs to explore this technology for their future practice across different subjects, impacting positively on their self-confidence.

KEYWORDS:

• virtual reality
• Pedagogy
• pre-service teachers
• self-confidence
• Initial Teacher Education

Acknowledgement

We are very grateful for the support and guidance received from Professor Nicki Hedge (School of Education, University of Glasgow) and the journal editors whose feedback strengthened our research.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. We present data in relation to each of the two groups of participants not to make any strong claims of differentiation between the two, but to indicate patterns in the responses of our participants who had the experience to explore the potential of VR with and without the planning of a lesson.