The article "Assessment of Immersive Technologies and STEM Focus in Initial Teacher Training" explores the perceptions and readiness of future educators regarding the adoption of immersive technologies, such as Virtual Reality (VR) and Augmented Reality (AR), within STEM educational contexts.
Conducted at the University of Granada, this research arises from a growing interest in how these technologies can enrich teaching and learning in scientific and technical disciplines—areas where immersion and the visualization of abstract concepts can significantly enhance student comprehension.
The study employs a mixed-methods approach that combines quantitative questionnaires with qualitative content analysis, allowing for an evaluation of both the initial attitudes of pre-service teachers and the effects of specific training in creating immersive educational resources.
This training, conducted using the CoSpaces platform, enables future teachers to experience these technologies firsthand, facilitating a more practical understanding of their educational potential and the challenges associated with their implementation in the classroom.
Among the practical applications of this research is the identification of key areas for teacher training in emerging technologies—a fundamental aspect for ensuring the effective integration of VR and AR in STEM education.
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How to cite: Silva Díaz, F., Carrillo Rosúa, J., Fernández Ferrer, G., Marfil Carmona, R., & Narváez, R. (2024). Assessment of immersive technologies and STEM focus in initial teacher training. [Valoración de tecnologías inmersivas y enfoque STEM en la formación inicial del profesorado]. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 139-162. https://doi.org/10.5944/ried.27.1.37688
