Một Tự học có điều chỉnh và chấp nhận công nghệ ở sinh viên sư phạm trong môi trường học tập VR-AI
Tóm tắt
This study explores self-regulated learning (SRL) and technology acceptance among pre-service teachers in a VR-AI learning environment. Using a quasi-experimental one-group pretest-posttest design with 66 students, data were collected through structured questionnaires and open-ended responses. Descriptive results indicate overall increases in mean scores across SRL dimensions, AI-supported learning, personalization, and technology acceptance after the intervention. However, given the absence of a control group, these findings should be interpreted as indicative trends rather than causal effects. Qualitative findings suggest that virtual reality (VR) enhances experiential learning engagement, while artificial intelligence (AI) is perceived as supporting learning processes and inquiry. At the same time, challenges related to cognitive load, technological readiness, and usability were also reported. The findings highlight the role of pedagogical design in shaping how immersive and intelligent technologies are experienced and utilized in teacher education contexts.
Tài liệu tham khảo
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