Into the Metaverse: Exploring How Teacher Professional Development Influences Intent to Use Virtual Reality in the Classroom

Abstract

This study utilized Ajzen's Theory of Planned Behavior (TPB) to explore how school-based agricultural education (SBAE) teachers' participation in the Agriscience Metaverse Academy (AMA) influenced their intent to integrate virtual reality (VR) into curriculum. The AMA program included a five-day workshop that provided 28 teachers in Tennessee and Nebraska with VR headsets, training, and opportunities to create VR-enhanced lessons. We used qualitative methods to fulfill the purpose of this study, and focus groups were conducted with participants following workshop completion. A priori coding for the TPB variables was used to analyze the focus group transcripts, and the data revealed that participants generally held positive attitudes about VR's potential to increase student engagement. However, they also harbored concerns regarding classroom and technology management. Although subjective norms were sometimes mentioned positively, participants often anticipated skepticism about VR technology from their peers and administrators. Despite participants’ initial concerns about technology, knowledge, and administrative approval, AMA positively impacted their perceived behavioral control to integrate VR. Participants planned to use VR in various contexts including vet science, plant science, FFA preparation, and public speaking after the training. Overall, AMA strengthened participants’ intent to integrate VR into SBAE by improving attitudes and perceived behavioral control. Based on the findings from this research, teacher educators should provide trainings related to VR technology along with specific VR lessons and classroom management strategies to increase teachers’ intent to use the technology. Data should also be collected after teachers implement VR to provide a more holistic understanding of AMA’s impact.