Fen Bilgisi Öğretmen Adaylarının Sürdürülebilirlik Bağlamında Sanal Gerçeklik Benimsemelerinin İncelenmesi

Year 2025, Volume: 26 Issue: 3, 631 - 659, 30.09.2025

Yeşim Taktat Ateş , Murat Saraçoğlu

https://doi.org/10.29299/kefad.1578928

Abstract

Bu çalışma, fen bilgisi öğretmen adaylarının sürdürülebilir kalkınma konularını öğretimde Sanal Gerçeklik teknolojisini kullanma niyetlerini etkileyen faktörleri, E-Öğrenme için Genişletilmiş Genel Teknoloji Kabul Modeli’ni (GETAMEL) temel alarak incelemektedir. Araştırmada veri toplama ölçekler yardımıyla gerçekleştirilmiş ve elde edilen veriler Yapısal Eşitlik Modellemesi yöntemi ile analiz edilmiştir. 480 fen bilgisi öğretmen adayından elde edilen bulgulara göre, öznel normlar, algılanan hoşnutluk, deneyim, kaygı ve öz-yeterlilik, sanal gerçeklik teknolojisinin algılanan faydası ve kullanım kolaylığı üzerinde anlamlı bir etkiye sahiptir. Algılanan kullanım kolaylığı ve algılanan faydanın, öğretmen adaylarının tutumları üzerinde doğrudan bir etkisi olduğu saptanmış ve bu tutumların, sanal gerçeklik teknolojisinin benimsenmesi yönündeki niyetleri güçlü bir biçimde öngördüğü görülmüştür. Bulgular, teknolojik kabul süreçlerinin çok boyutlu yapısına işaret ederek bilişsel, duygusal ve sosyal faktörlerin etkileşimsel dinamiklerine vurgu yapmaktadır. Araştırmanın uygulamaya yönelik önerileri arasında, destekleyici öğrenme ortamlarının oluşturulması, öğretmen adaylarına deneyim kazandıracak uygulamalı çalışmalar sunulması, kaygının azaltılması ve sanal gerçeklik teknolojisinin pedagojik yararlarının ön plana çıkarılması yer almaktadır. Bu bulgular, teknoloji kabul modellerine ilişkin kuramsal bilgi birikimine katkı sağlamakta ve öğretmen eğitimi programlarında sanal gerçeklik entegrasyonunu artırmaya yönelik stratejik öneriler sunmaktadır.

Keywords

Sanal Gerçeklik , Sürdürülebilirlik , Fen Bilgisi Öğretmen Adayları , Teknoloji Kabulü , GETAMEL Modeli

Exploring Pre-Service Science Teachers’ Adoption of Virtual Reality in Sustainability

Abstract

This study investigates the factors influencing pre-service science teachers' intentions to integrate Virtual Reality (VR) technology in teaching sustainable development topics, utilizing the General Extended Technology Acceptance Model for E-Learning (GETAMEL). Data were collected from pre-service science teachers using self-reported surveys and analyzed through Structural Equation Modeling (SEM). Results from 480 pre-service science teachers indicate that subjective norms, perceived enjoyment, experience, anxiety, and self-efficacy significantly influence perceived usefulness and ease of use of VR technology. Perceived ease of use and perceived usefulness were found to significantly impact attitudes, which, in turn, strongly predicted teachers' intention to adopt VR in teaching. The findings highlight the multifaceted nature of technology acceptance, emphasizing the interplay of cognitive, emotional, and social factors. Practical implications suggest that fostering a supportive environment, providing hands-on experience, reducing anxiety, and emphasizing the pedagogical benefits of VR are essential strategies for promoting its adoption. These findings contribute to the theoretical understanding of technology acceptance models and offer practical recommendations for enhancing VR integration in teacher education programs.

Keywords

Virtual Reality , Sustainability , Pre-Service Science Teachers , Technology Acceptance , GETAMEL Model

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