Exploring Project-Based Learning in the SVVR Environment: An Epistemic Network Analysis of Pre-service EFL Teachers
DOI:
https://doi.org/10.24903/sj.v9i1.1608Keywords:
SVVR, project-based learning, pre-service EFL teacher, elementary education, epistemic network analysisAbstract
Background:
The goal is to explore how pre-service EFL teachers develop spherical video virtual reality (SVVR) projects, applying technological (TK), pedagogical (PK), and content knowledge (CK).
Methodology:
The data was collected from artifacts of pre-service EFL teachers' SVVR, and then analyzed using epistemic network analysis, a quantitative ethnography analysis.
Findings:
The pre-service EFL teachers primarily utilized TK features when designing virtual reality projects. These projects incorporated text-to-speech (TTS) to offer authentic speakers.
Conclusion:
This study showcased the extent to which pre-service EFL teachers developed their virtual reality projects and the features they used.
Originality:
Our study, utilizing epistemic network analysis, adds a layer to the common analysis, enriching the understanding of pre-service teachers' SVVR projects.
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