Date of Award
5-10-2026
Date Published
June 2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Instructional Design, Development and Evaluation
Advisor(s)
Jing Lei
Keywords
Experiential Learning Theory;Immersive Virtual Reality;Predefined Guidance;Reflection;Teacher Education;Theory-based Design
Abstract
This study examines how predefined guidance designs shape preservice teachers’ learning processes and outcomes in immersive virtual reality (IVR)-enhanced environments. Grounded in experiential learning and reflective thinking theories, it addresses a central challenge in IVR-based education: immersive experience alone does not guarantee meaningful learning or the development of professional judgment. An embedded sequential mixed-methods, quasi-experimental design with nonequivalent comparison groups was implemented in a technology integration course sequence at a large private university in the Northeastern United States. Sixty-nine preservice teachers participated across three instructional conditions: (1) IVR without guidance (n = 21), (2) IVR with embedded direct prompts (n = 21), and (3) IVR with direct prompts plus structured high-level guiding questions (n = 27). Participants completed two IVR activities (a 360-degree PreK classroom field trip and a STEM-focused IVR learning activity). Data sources included surveys, knowledge assessments, reflective writing, performance tasks, and interviews. Quantitative measures captured cognitive and affective learning processes and outcomes, while qualitative data examined reflective thinking and pedagogical perceptions. Quantitative results indicated that predefined guidance influenced cognitive learning processes and affective learning outcomes more consistently than it affected cognitive performance outcomes. Both guided conditions produced higher reflective thinking than IVR-only, with no significant differences between the two guided designs. Cognitive load was highest in the direct prompts condition, while adding guiding questions reduced perceived load to a level comparable to IVR-only. Presence remained comparable across conditions, with only marginal interactions by prior experience. Motivational outcomes improved over time across conditions, but gains were stronger under predefined guidance, particularly for self-efficacy. Perceived TPACK competence increased across all conditions, with larger improvements in guided conditions. Cognitive learning outcomes remained stable across conditions with only the direct prompts condition yielded higher immediate retention. Qualitative findings converged with these patterns. Across data sources, preservice teachers generally tended to interpret IVR through a pedagogical lens, evaluating instructional value, feasibility, and appropriateness. Participants identified stable affordances such as immersion, engagement, and experiential access, alongside recurring constraints including cognitive load, usability, and attentional challenges. Predefined guidance shaped the depth and orientation of this reasoning. In IVR-only and IVR with direct prompts conditions, responses emphasized general potential and experiential impressions. In contrast, structured guiding questions supported more principled instructional judgment, including conditional use, clearer decision criteria, and increased attention to equity, accessibility, and student well-being. When IVR was framed as a teaching tool, preservice teachers further reframed engagement and usability as variables requiring instructional control and responsibility. Overall, this study conceptualizes predefined guidance as a cognitive integration mechanism in IVR-supported experiential learning. The findings extend experiential learning theory by demonstrating how structured reflection supports the transformation of immersive experience into meaningful learning and professional preparations for preservice teachers. Practically, the study provides design principles for teacher education, highlighting the importance of embedding pedagogically aligned prompts and guiding questions to support reflective, context-sensitive, and equity-aware technology integration.
Access
Open Access
Recommended Citation
Liu, Yang, "How Do Predefined Guidance Designs Support Preservice Teachers’ Experiential Learning Achievements in Immersive Virtual Reality-Enhanced Environments?" (2026). Dissertations - ALL. 2290.
https://surface.syr.edu/etd/2290
