Perceptions of trainee secondary school teachers on the inclusive dimension of mixed reality
Abstract
The incorporation of emerging technologies, in particular Mixed Reality (MR) (augmented and virtual), represents a redefinition of the education-learning process, supports inclusivity and underpins the link between inclusive education and emerging technologies (MR). The teachers’ perspective, based on their experiences, visions and beliefs regarding both elements, promotes the potential incorporation of MR into the educational process. Against this context, and within a quantitative research framework, this study uses a descriptive correlational design and ex post method to research the opinions of Spanish trainee teachers of secondary education (N = 577) regarding the relationship between MR and inclusive education. It employs a questionnaire made up of 15 items distributed in 2 dimensions, on a 5-option Likert-type scale. Among other aspects, the study found that age is not a significant factor, while female teachers are more inclined to use MR in inclusive environments. In conclusion, it can be considered that although MR makes it possible to promote inclusive education, it depends on the teacher’s inclinations (experiences and beliefs) and gender (vision) whether MR can be considered to have greater potential in teaching with attention to diversity.
Keywords
inclusive education, trainee teachers, secondary education, mixed realityReferences
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