Assessing Pre-Service Teachers’ Beliefs and Use of XR Technology: A Mixed Methods Study

Authors:
  • TCTodd Cherner
    Todd Cherner
  • AFAlex Fegely
    Alex Fegely
  • JRJesse Rivers
    Jesse Rivers
  • MYMaika Yeigh
    Maika Yeigh
  • KCKristal Curry
    Kristal Curry
Publisher website
Google Scholar
Abstract
Extended reality (XR) technologies can bring immersive learning experiences into the classroom, and pre-service teachers need to be prepared to use them for that to happen. As a first step, it is important to contextualize and understand pre-service teachers’ experiences and beliefs about these technologies. In response, this mixed methods study surveyed 113 pre-service teachers at four educator preparation programs from across the United States about the frequency with which they use XR technologies and their preparedness for creating learning experiences using them. The pre-service teachers also rated their beliefs about these technologies based on the Technology Acceptance Model and shared the benefits and concerns they had about using XR technologies for educational purposes. The researchers found that while the pre-service teachers reported low usage and preparedness rates, they valued XR technologies if they were positioned as supplements to teachers’ instruction. The study concludes with recommendations for teacher educators and further research on this topic.