In this series of events, we will read and discuss scholarly articles documenting and evaluating the use of virtual reality, augmented reality, and related technologies grouped under the general category of “extended reality.” These events will take place via Zoom, and will begin with a brief interview with one or more of the article authors, followed by additional discussion, either within the main Zoom room or in breakout rooms with a final share-out session, if the group is large.
Tuesday, February 11
1 pm – 2 pm (EST)
Zoom
We will discuss an article by Justin Pulley and colleagues (2024) examining instructors’ experiences implementing extended reality technologies in a school-based agricultural education program. This study explores the benefits and challenges that the technology introduced and could be very helpful for those interested in using the technology but uncertain about its advantages. It also provides an example of a study addressing instructor experiences for those interested in beginning similar studies.
Article Abstract:
Agricultural Education uses a combination of classroom and laboratory instruction, experiential learning, and leadership education to prepare students for jobs in industry. With the recent promotion of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) as an option for educational programs, this technology allows teachers to incorporate experiential learning and give students real experiences when they otherwise might not have the opportunity. VR has been used across many industries, such as medicine, construction, manufacturing, military training programs, and tractor and machinery operation, as a form of training. The purpose of this qualitative study was to explore Ohio SBAE teachers’ lived experiences of incorporating a VR experience and technology into their curriculum. Eleven teachers participated in semistructured interviews to describe their lived experiences. Three themes and 11 sub-themes emerged from
those results. Participants described their experience as one that provided valuable benefits, introduced new challenges, and a semi-realistic interpretation of a hands-on activity. VR can be successfully integrated into skill-based instruction by ensuring teachers and students have positive user experiences, addressing students’ performance, and providing a realistic interpretation of a hands-on activity.
Tuesday, March 11
1 pm – 2 pm (EST)
Zoom
