Understanding preservice teachers' affective responses to VR-enabled scientific experiments.

ABSTRACT: Preservice teachers' preparedness, perception, and affect toward certain technology systems influence the student acquisition of science knowledge, process skills, teaching innovation, and willingness to use technology in their classroom. The purpose of this study was to explore teachers' affective responses to a virtual reality-enabled scientific experiment (VaSE) system. Fifty-one preservice teachers majoring in educational technology participated in the study. They were divided into two groups, and their reactions were measured separately on two occasions. The first occasion used a standard system following the principle of Donald Norman's affective design model (ADM). The VaSE system was then revised with a strict version of ADM before the participants' reactions were measured for a se

SUBMITTER: Xie T 

PROVIDER: S-EPMC9389293 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature