In general, IVR consists of sophisticated three-dimensional computer-generated imagery (Bower & Jong 2020 Roche et al., 2021) that enables users to contextually experience situations that are not normally nor easily accessible in the real world, such as tracking whales along their migratory path across the Pacific Ocean (Southgate et al., 2019).
In the recent decade, research has reported that the educational use of IVR can significantly promote learners’ motivation in the course of individual learning and, in turn, their learning engagement (e.g., Bower et al., 2020 Innocenti, 2017 Makransky et al., 2019 Passig et al., 2016). Different from typical “non-immersive” virtual reality (or commonly termed “desktop VR”) which is viewed and controlled through a computer monitor and mouse (Lee et al., 2010 Moro et al., 2017), IVR “teleports” users to an immersive virtual world where they can freely navigate through head-mounted displays (HMDs) by using their own head movements (Fromm et al., 2021 Shadiev et al., 2021). In the EDUCAUSE Horizon Report 2019, immersive virtual reality (IVR) is described as one of the salient technologies to be widely adopted in higher education in the 2020s (Alexander et al., 2019). However, one of the critical problems of FC noted by higher-education instructors is students’ lack of motivation to complete the assigned online pre-learning tasks prior to attending the corresponding face-to-face lectures (Bai et al., 2020 Howitt et al., 2015 Huang et al., 2018 Lee et al., 2019 Jong, 2019b). Students are first requested to conduct pre-lecture, online individual learning outside the classroom (typically, watching instructional videos posted on the learning management system ) and then take part in related in-lecture, face-to-face peer learning in the classroom (Hwang et al., 2015). In the context of higher education, FC interchanges the conventional use of during-lecture and off-lecture time. The results indicated the participants across the 3 majors positively perceived SV-IVR as having desirable benefits on “A,” “R,” and “S,” but not “C.” This research provides new insights into adopting SV-IVR in FC, in particular, shedding light on leveraging this technological tool in pre-service teacher education.įlipped classroom (FC), a “blended” instructional approach that has been promoted in K-12 and higher education since the mid-2010s, is a key research area in the domain of technology-enhanced teaching and learning (Akçayır et al., 2018 Fox et al., 2019 Lo et al., 2021 O’Flaherty et al., 2015 Song et al., 2017 Jong 2017, 2019a). These students were from teaching majors of (i) language education, (ii) social and humanities education, and (iii) mathematics and science education. A total of 188 education students (i.e., pre-service teachers) who were generally knowledgeable about the pedagogical concept of FC evaluated the ARCS motivational affordances of SV-IVR in support of the pre-lecture stage of FC. This mixed-methods study was grounded in the instructional motivation theory of ARCS (Attention, Relevance, Confidence and Satisfaction). Spherical video-based immersive virtual reality (SV-IVR), which can be produced without costly computing equipment and sophisticated technical expertise, is a technological tool with considerable potential for enhancing teaching and learning. One of the critical problems of FC has been students’ lack of motivation to complete the assigned online pre-lecture tasks prior to attending the corresponding face-to-face lectures. Flipped classroom (FC) is a “blended” instructional approach that requires students to complete pre-lecture individual learning tasks in preparation for participating in related in-lecture peer learning activities.
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