| Abstrakt: |
Within teacher education, there is limited literature on the use of contemporary immersive technologies with preservice teachers. This study describes the instructional design of an online, immersive technology module taught to undergraduate, preservice teachers (N = 27), and discusses preservice teachers' reactions to creating and interfacing with immersive technology. The online module was designed using strategies from the Attention, Relevance, Confidence and Satisfaction (ARCS) motivational design model. Data were collected using the Instructional Materials Motivation Survey. Participants thought the module contained content that was worth knowing, and was relevant to their needs and interests. Participants reported that the module impacted their interest to consider immersive technology with their own future instructional design. The results of this study shed light on new opportunities for teacher educators to become familiar with immersive technologies and suggest that such tools should be integrated into teacher preparation curricula. [ABSTRACT FROM AUTHOR] |
