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University of Toledo

1. Arbogast, Michelle A. Immersive Technologies in Preservice Teacher Education: The Impact of Augmented Reality in Project-Based Teaching and Learning Experiences.

Degree: PhD, Curriculum and Instruction: Educational Media, 2019, University of Toledo

The value of personal experience in learning is a concept that has been around for thousands of years dating back to the time of Confucius in 450 B.C. Today, personal experience can be accomplished through immersive technology, such as augmented reality, a technology simulating real-world and authentic experiences. Kolb’s Theory of Experiential Learning (1984) and Dale’s Cone of Experience (1946) theorized not only the importance of learning by doing, but that the type or authenticity of the experience is important in learning outcomes, retention, and learner motivation. Immersive technology has advanced to the point that it is not only accessible, but also user friendly. However, research into the impact of immersive technology remains focused in K-12 settings with students as the consumers, rather than creators of authentic experiences. The purpose of this study was to refocus the research to higher education preservice teachers, a unique population who are the potential creators of these experiences. The study investigated if the use of immersive technology in a preservice teacher project-based learning experience influenced knowledge attainment and retention of a key pedagogical concept and if it affected preservice teacher motivation. The key pedagogical concept selected for the study was Universal Design for Learning (UDL). The individual project-based learning experience required preservice teachers to implement these principles into a functional lesson appropriate for their grade level and subject. The study utilized a baseline/post/posttest design and the Instructional Materials Motivational Survey (IMMS) as instruments. The results of the level of knowledge attainment and retention were inconclusive due to underperformance of the baseline/post/posttest instrument. A more functional, hands-on test of the application of the UDL principle would provide more reliable results. In the motivation construct, the results indicated that the type of experience (immersive or interactive) impacted preservice teacher learning. The level of the impact varied based on the levels within the underlying constructs of the motivational measure: attention, relevance, confidence, and satisfaction. The students who utilized the immersive technology showed higher levels of relevance, confidence, and satisfaction. However, the study also revealed a substantial gap in the motivational measure and the need for additional research. Advisors/Committee Members: Lambert, Judy (Committee Chair).

Subjects/Keywords: Adult Education; Curriculum Development; Early Childhood Education; Education; Educational Technology; Instructional Design; Teacher Education; Teaching; Technology; immersive; AR; augmented reality; experiential learning; cone of experience; UDL; universal design for learning; authentic; preservice teacher; project-based experience; motivation; instructional materials motivation survey

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Arbogast, M. A. (2019). Immersive Technologies in Preservice Teacher Education: The Impact of Augmented Reality in Project-Based Teaching and Learning Experiences. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1553266590134835

Chicago Manual of Style (16th Edition):

Arbogast, Michelle A. “Immersive Technologies in Preservice Teacher Education: The Impact of Augmented Reality in Project-Based Teaching and Learning Experiences.” 2019. Doctoral Dissertation, University of Toledo. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1553266590134835.

MLA Handbook (7th Edition):

Arbogast, Michelle A. “Immersive Technologies in Preservice Teacher Education: The Impact of Augmented Reality in Project-Based Teaching and Learning Experiences.” 2019. Web. 19 Sep 2019.

Vancouver:

Arbogast MA. Immersive Technologies in Preservice Teacher Education: The Impact of Augmented Reality in Project-Based Teaching and Learning Experiences. [Internet] [Doctoral dissertation]. University of Toledo; 2019. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1553266590134835.

Council of Science Editors:

Arbogast MA. Immersive Technologies in Preservice Teacher Education: The Impact of Augmented Reality in Project-Based Teaching and Learning Experiences. [Doctoral Dissertation]. University of Toledo; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1553266590134835

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