Date

2022-09-11

Author

Kaplan, Göknur

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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This paper aims to explicate the perceptions and reflections of pre-service teachers, who designed and experienced an immersive 3D environment both in virtual reality and augmented reality modes. Twenty-four undergraduate students affiliated with various departments (science, mathematics, computer education) under the School of Education at Middle East Technical University (METU) in Ankara, Turkey participated in the study. Forty percent of the participants were males, where 60% were females with an age range of 20-24. The data was collected as a part of an offered course on current applications of educational technology in a specially designed innovation studio called “BİLTEMM Lab”, which was founded by the Center for Science, Technology, Engineering, and Mathematics Education (BILTEMM) at METU with the aim of advancing education in STEM fields. Through collaborative work of an interdisciplinary community of faculty members, BILTEMM is committed to develop and improve opportunities for schools, educators, and students. BILTEMM further endeavors to achieve linking school curricula with everyday uses of STEM, develop new programs while advocating for diversity and access, and influencing relevant policy in education of STEM fields. BILTEMM activities target developing students' and teachers' 21st century skills and knowledge, instill positive attitudes towards STEM fields, and give back to the society by presenting solutions to the social and ecological problems through innovation in science, technology, engineering, and mathematics education. Besides the content and pedagogical knowledge which often takes the limelight on the education stage, BILTEMM, upon its establishment in 2015, conducts various activities ranging from workshops to seminars to various projects to bring the often overlooked ‘how to’ integrate technology element into light by providing ‘hands-on’ practice.By using a holistic approach, the participants designed, created and experienced an immersive 3D environment by completing a four-hour activity prepared by the researcher. The preliminary findings of the study showed that almost all of the participants had a positive change in their attitude, where they thought the activity itself would be hard for them but on the contrary they found it fun and were very satisfied with the virtual experience. They stated that designing in 3D, creating camera angles, navigating around the environment in VR, etc. were the most challenging parts of the experience. They found the whole experience very refreshing and surprising, especially experiencing their peers’ works. Almost all of them (91,9%) told that they would start using immersive technologies when they start the fieldwork.

URI

https://iechci.info/
https://hdl.handle.net/11511/99257

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Department of Computer Education and Instructional Technology, Conference / Seminar