Pre-service teachers’ perspectives on using scenario-based virtual worlds in science education

This paper presents the findings of a study on the current knowledge and attitudes of pre-service teachers on the use of scenario-based multi-user virtual environments in science education. The 28 participants involved in the study were introduced to Virtual Singapura, a multi-user virtual environment, and completed an open-ended questionnaire. Data from the questionnaire indicated that gender and current computer game use were likely to affect the perceived benefits of using virtual worlds in a classroom setting. Behavior management was seen as being a constraining factor on a pre-service teacher’s willingness to use a virtual world in the future. Overall, the results of the study indicate that pre-service teachers as a result of their use of Virtual Singapura are both aware of virtual worlds and have a reasonable understanding of both their potential advantages and disadvantages within a classroom setting.

► Pre-service teachers are more likely to see the benefit of ICT if taught within the context of a curriculum area.
► The greater the familiarity with computer games, the better a pre-service teacher's understanding of strength and limitations of virtual worlds in education.
► Pre-service teachers view the benefits of virtual worlds in science education in terms of visualization, motivation and learner-centered.
► Pre-service teachers perceive the issues or challenges of using virtual worlds in science education to be in terms of behavior management, not liking computers and a lack of resources.