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Preservice Teachers’ Motivational Reactions to Online Instructional Materials on Immersive Technology
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, Nevada State College, United States ; , Concordia University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Within teacher education, there is limited literature on the use of contemporary immersive technologies with preservice teachers. The purpose of this study was to examine preservice teachers’ motivational reactions to self-directed online instructional materials used to study and apply immersive technology, augmented, virtual, and 3D reality, in an undergraduate, educational technology course. Data were collected using the Instructional Materials Motivation Survey (IMMS) (Keller, 2010). Findings suggest that the online instructional materials used to learn and apply immersive technology motivated students to complete their studies on immersive technology. The research design and course context are also discussed in this article.

Citation

Graziano, K.J. & Daley, S. (2017). Preservice Teachers’ Motivational Reactions to Online Instructional Materials on Immersive Technology. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 757-765). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2019 from .