“That was a shocking experience!” Preservice School-Based Agricultural Education Teachers’ Perceptions of Virtual Reality as an Educational Tool

Abstract

This study explored the perceptions of preservice School-Based Agricultural Education (SBAE) teachers regarding virtual reality (VR) as an educational tool, using a VR-based electrical wiring simulation. The research aimed to describe participants’ prior experiences with electrical theory, wiring, and VR technology, assess pre- and post-perceptions of VR as an educational tool, and evaluate changes in these perceptions following the VR experience. Eighteen preservice teachers engaged with the simulation over three weeks, practicing essential wiring tasks in a risk-free, immersive environment. Data were collected through pre- and post-surveys, which included Likert-scale items and open-ended responses. Paired t-tests were conducted to analyze changes in participants’ perceptions. Results indicated initial opinions of VR were moderately positive, perceptions became more neutral after the VR experience. Statistically significant decreases were observed in statements about VR’s ability to enhance learning and its effectiveness as an educational tool. The findings suggest VR has potential as a supplementary tool in SBAE but requires thoughtful integration into educational programs. Recommendations include providing extensive training for both educators and students, aligning VR activities with course content, and improving the technology’s usability and realism. Future research should examine long-term impacts, educators’ perspectives, and advancements in VR technology to address limitations.