Perceived Benefits of Future Teachers on the Usefulness of Virtual and Augmented Reality in the Teaching-Learning Process

Abstract: Virtual and augmented reality technologies are increasingly being implemented in education and there is a growing body of evidence on their usefulness for training academic and non-academic skills among student with different education levels and diverse educational needs. To fully benefit...

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Detalles Bibliográficos
Autores: Castaño-Calle, Raimundo, Jiménez-Vivas, Amparo, Poy Castro, Raquel, Calvo Álvarez, María Isabel, Jenaro Río, Cristina
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Universidad de Salamanca (USAL)
Repositorio:GREDOS. Repositorio Institucional de la Universidad de Salamanca
OAI Identifier:oai:gredos.usal.es:10366/152123
Acceso en línea:http://hdl.handle.net/10366/152123
Access Level:acceso abierto
Palabra clave:VIRTUAL REALITY
AUGMENTED REALITY
EDUCATION WITH VR/AR/MR
ATTITUDES
PRE-SERVICE TEACHERS
INCLUSION
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spelling Perceived Benefits of Future Teachers on the Usefulness of Virtual and Augmented Reality in the Teaching-Learning ProcessCastaño-Calle, RaimundoJiménez-Vivas, AmparoPoy Castro, RaquelCalvo Álvarez, María IsabelJenaro Río, CristinaVIRTUAL REALITYAUGMENTED REALITYEDUCATION WITH VR/AR/MRATTITUDESPRE-SERVICE TEACHERSINCLUSIONAbstract: Virtual and augmented reality technologies are increasingly being implemented in education and there is a growing body of evidence on their usefulness for training academic and non-academic skills among student with different education levels and diverse educational needs. To fully benefit from their use, teachers need to know the different existing tools and their potential, as well as be trained and motivated in their use. The current study aims to evaluate the factors that promote and hinder the use of virtual and augmented reality in future teaching professionals. Data were gathered by means of an online questionnaire from a total of 422 Spanish students from the Universidad Pontificia de Salamanca (Spain). Instrumental analyses (Cronbach’s Alpha, and CFA) were performed, together with descriptive, correlational, and inferential tests (Manova, Anova, and Student’s T test) to contrast the hypotheses. Results indicate that participants show favorable attitudes towards these technologies, but have little knowledge of them. Age, year of study, and knowledge are associated with a higher perception of usefulness as tools for teaching and learning and for promoting inclusion. The results support the relevance of providing knowledge, and enhancing skills, thus fostering positive attitudes towards these technologies.Diego Vergara202320232022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://hdl.handle.net/10366/152123reponame:GREDOS. Repositorio Institucional de la Universidad de Salamancainstname:Universidad de Salamanca (USAL)Inglésinfo:eu-repo/semantics/openAccessoai:gredos.usal.es:10366/1521232026-06-07T06:28:51Z
dc.title.none.fl_str_mv Perceived Benefits of Future Teachers on the Usefulness of Virtual and Augmented Reality in the Teaching-Learning Process
title Perceived Benefits of Future Teachers on the Usefulness of Virtual and Augmented Reality in the Teaching-Learning Process
spellingShingle Perceived Benefits of Future Teachers on the Usefulness of Virtual and Augmented Reality in the Teaching-Learning Process
Castaño-Calle, Raimundo
VIRTUAL REALITY
AUGMENTED REALITY
EDUCATION WITH VR/AR/MR
ATTITUDES
PRE-SERVICE TEACHERS
INCLUSION
title_short Perceived Benefits of Future Teachers on the Usefulness of Virtual and Augmented Reality in the Teaching-Learning Process
title_full Perceived Benefits of Future Teachers on the Usefulness of Virtual and Augmented Reality in the Teaching-Learning Process
title_fullStr Perceived Benefits of Future Teachers on the Usefulness of Virtual and Augmented Reality in the Teaching-Learning Process
title_full_unstemmed Perceived Benefits of Future Teachers on the Usefulness of Virtual and Augmented Reality in the Teaching-Learning Process
title_sort Perceived Benefits of Future Teachers on the Usefulness of Virtual and Augmented Reality in the Teaching-Learning Process
dc.creator.none.fl_str_mv Castaño-Calle, Raimundo
Jiménez-Vivas, Amparo
Poy Castro, Raquel
Calvo Álvarez, María Isabel
Jenaro Río, Cristina
author Castaño-Calle, Raimundo
author_facet Castaño-Calle, Raimundo
Jiménez-Vivas, Amparo
Poy Castro, Raquel
Calvo Álvarez, María Isabel
Jenaro Río, Cristina
author_role author
author2 Jiménez-Vivas, Amparo
Poy Castro, Raquel
Calvo Álvarez, María Isabel
Jenaro Río, Cristina
author2_role author
author
author
author
dc.subject.none.fl_str_mv VIRTUAL REALITY
AUGMENTED REALITY
EDUCATION WITH VR/AR/MR
ATTITUDES
PRE-SERVICE TEACHERS
INCLUSION
topic VIRTUAL REALITY
AUGMENTED REALITY
EDUCATION WITH VR/AR/MR
ATTITUDES
PRE-SERVICE TEACHERS
INCLUSION
description Abstract: Virtual and augmented reality technologies are increasingly being implemented in education and there is a growing body of evidence on their usefulness for training academic and non-academic skills among student with different education levels and diverse educational needs. To fully benefit from their use, teachers need to know the different existing tools and their potential, as well as be trained and motivated in their use. The current study aims to evaluate the factors that promote and hinder the use of virtual and augmented reality in future teaching professionals. Data were gathered by means of an online questionnaire from a total of 422 Spanish students from the Universidad Pontificia de Salamanca (Spain). Instrumental analyses (Cronbach’s Alpha, and CFA) were performed, together with descriptive, correlational, and inferential tests (Manova, Anova, and Student’s T test) to contrast the hypotheses. Results indicate that participants show favorable attitudes towards these technologies, but have little knowledge of them. Age, year of study, and knowledge are associated with a higher perception of usefulness as tools for teaching and learning and for promoting inclusion. The results support the relevance of providing knowledge, and enhancing skills, thus fostering positive attitudes towards these technologies.
publishDate 2022
dc.date.none.fl_str_mv 2022
2023
2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10366/152123
url http://hdl.handle.net/10366/152123
dc.language.none.fl_str_mv
Inglés
language_invalid_str_mv
Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Diego Vergara
publisher.none.fl_str_mv Diego Vergara
dc.source.none.fl_str_mv reponame:GREDOS. Repositorio Institucional de la Universidad de Salamanca
instname:Universidad de Salamanca (USAL)
instname_str Universidad de Salamanca (USAL)
reponame_str GREDOS. Repositorio Institucional de la Universidad de Salamanca
collection GREDOS. Repositorio Institucional de la Universidad de Salamanca
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300724

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