Effects of stem activities in virtual reality environments on preservice teachers' technological pedagogical content knowledge and technology acceptance

Abstract

Innovative technological tools such as virtual reality have the potential to transform educational practice. However, the complex ways in which teachers relate to innovative technologies remain under-investigated. This study examined how the technological pedagogical content knowledge (TPACK) and technology acceptance (TAM) of Finnish and Turkish preservice teachers are influenced by their participation in STEM activities in virtual reality environments. A convergent mixed-methods design was used, combining quantitative nonparametric tests conducted with TPACK and TAM scales and qualitative content analysis of participants' responses to open-ended questions. The findings revealed that interdisciplinary STEM activities conducted in virtual reality environments significantly improved the TPACK of both Finnish and Turkish preservice teachers. Changes in TAM showed different patterns between the countries and the qualitative findings provided possible contextual explanations for those patterns. The participating preservice teachers stated that virtual reality environments supported their skills in problem solving, conceptual understanding, technology use, and professional awareness, indicating that this type of technology can serve as a creative and effective educational tool.