Students’ Immersive Experience in Initial Teacher Training in a Virtual World to Promote Sustainable Education: Interactivity, Presence, and Flow

The Virtual World is a technology that has created countless opportunities for teaching and learning, innovating traditional and online education, and promoting a more sustainable and accessible education. Through their avatars and digital representations, students can navigate, observe, and manipul...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	María Graciela Badilla-Quintana, Francisco Javier Sandoval-Henríquez
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	experiential learning virtual world higher education preservice teachers Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/c14bd59181a94f01a4af1066d0275a3e
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:c14bd59181a94f01a4af1066d0275a3e
record_format	dspace
spelling	oai:doaj.org-article:c14bd59181a94f01a4af1066d0275a3e2021-11-25T19:04:17ZStudents’ Immersive Experience in Initial Teacher Training in a Virtual World to Promote Sustainable Education: Interactivity, Presence, and Flow10.3390/su1322127802071-1050https://doaj.org/article/c14bd59181a94f01a4af1066d0275a3e2021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/22/12780https://doaj.org/toc/2071-1050The Virtual World is a technology that has created countless opportunities for teaching and learning, innovating traditional and online education, and promoting a more sustainable and accessible education. Through their avatars and digital representations, students can navigate, observe, and manipulate virtual objects, while interacting with their classmates inside the simulated 3D environment. This study examined how preservice teachers experience and participate in a VW that simulates a university campus, considering three main components: interactivity, sense of presence, and state of flow. A total of 103 pedagogy students, enrolled in an educational technology course, participated in the study. A postintervention survey was implemented, as well as a self-report about the immersive experience. The results show a high level of agreement with the survey’s affirmations, which allows for the determination of the favorable levels of interactivity, presence, and flow, as well as the meaningful and positive associations among these technological properties. Guidelines are argued to deepen the Virtual World’s potential and are given for the design of pedagogical activities in those environments.María Graciela Badilla-QuintanaFrancisco Javier Sandoval-HenríquezMDPI AGarticleexperiential learningvirtual worldhigher educationpreservice teachersEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12780, p 12780 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	experiential learning virtual world higher education preservice teachers Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	experiential learning virtual world higher education preservice teachers Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 María Graciela Badilla-Quintana Francisco Javier Sandoval-Henríquez Students’ Immersive Experience in Initial Teacher Training in a Virtual World to Promote Sustainable Education: Interactivity, Presence, and Flow
description	The Virtual World is a technology that has created countless opportunities for teaching and learning, innovating traditional and online education, and promoting a more sustainable and accessible education. Through their avatars and digital representations, students can navigate, observe, and manipulate virtual objects, while interacting with their classmates inside the simulated 3D environment. This study examined how preservice teachers experience and participate in a VW that simulates a university campus, considering three main components: interactivity, sense of presence, and state of flow. A total of 103 pedagogy students, enrolled in an educational technology course, participated in the study. A postintervention survey was implemented, as well as a self-report about the immersive experience. The results show a high level of agreement with the survey’s affirmations, which allows for the determination of the favorable levels of interactivity, presence, and flow, as well as the meaningful and positive associations among these technological properties. Guidelines are argued to deepen the Virtual World’s potential and are given for the design of pedagogical activities in those environments.
format	article
author	María Graciela Badilla-Quintana Francisco Javier Sandoval-Henríquez
author_facet	María Graciela Badilla-Quintana Francisco Javier Sandoval-Henríquez
author_sort	María Graciela Badilla-Quintana
title	Students’ Immersive Experience in Initial Teacher Training in a Virtual World to Promote Sustainable Education: Interactivity, Presence, and Flow
title_short	Students’ Immersive Experience in Initial Teacher Training in a Virtual World to Promote Sustainable Education: Interactivity, Presence, and Flow
title_full	Students’ Immersive Experience in Initial Teacher Training in a Virtual World to Promote Sustainable Education: Interactivity, Presence, and Flow
title_fullStr	Students’ Immersive Experience in Initial Teacher Training in a Virtual World to Promote Sustainable Education: Interactivity, Presence, and Flow
title_full_unstemmed	Students’ Immersive Experience in Initial Teacher Training in a Virtual World to Promote Sustainable Education: Interactivity, Presence, and Flow
title_sort	students’ immersive experience in initial teacher training in a virtual world to promote sustainable education: interactivity, presence, and flow
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/c14bd59181a94f01a4af1066d0275a3e
work_keys_str_mv	AT mariagracielabadillaquintana studentsimmersiveexperienceininitialteachertraininginavirtualworldtopromotesustainableeducationinteractivitypresenceandflow AT franciscojaviersandovalhenriquez studentsimmersiveexperienceininitialteachertraininginavirtualworldtopromotesustainableeducationinteractivitypresenceandflow
_version_	1718410362721665024

Students’ Immersive Experience in Initial Teacher Training in a Virtual World to Promote Sustainable Education: Interactivity, Presence, and Flow

Ejemplares similares