An immersive learning environment on the introduction of power generation systems for pre-service teachers of early childhood education



Virtual environments offer innovative and promising solutions for natural science education, benefiting both students and teachers. Research indicates that pre-service teachers struggle to visualize and describe power generation processes, potentially passing on alternative conceptions to students. This study focuses on the design, development, and evaluation of a 3D virtual reality learning environment for large-scale power generation systems, specifically steam power plants. Following an "innovative" teaching framework, the study aimed to explore and reconstruct pre-service teachers' conceptions through interaction with the immersive virtual environment. The research procedure involved four parts of a semi-structured interview with pre-service teachers exploring their ideas and whose analysis results confirm  existing literature on alternative conceptions. The study highlighted cognitive progress, especially in the technological dimension of power generation systems using the virtual reality learning environment.


Power generation systems, virtual reality, immersive learning environment, pre-service teachers' conceptions

Full Text:



Ainge, D. (1997). Virtual Reality in schools: The need for teacher training. Innovations in Education and Training International, 34(2), 114-118.

Bailenson, J. N., Yee, N., Blascovich, J., Beall, A. C., Lundblad, N., & Jin, M. (2008). The use of immersive Virtual Reality in the learning Sciences: Digital transformations of teachers, students, and social context. Journal of the Learning Sciences, 17(1), 102-141.

Bower, M., DeWitt, D., & Lai, J. W. M. (2020). Reasons associated with preservice teachers’ intention to use immersive virtual reality in education. British Journal of Educational Technology, 51(6), 2215-2233.

Chen, B., Eisenkraft, A., Fortus, D., Krajcik, Neumann, J. K., Nordine, J., & A. Scheff A. (2014). Teaching and learning of energy in K – 12 Education. New York: Springer.

Choi, S., Jung, K., & Noh, S. D. (2015). Virtual reality applications in manufacturing industries: Past research, present findings, and future directions. Concurrent Engineering Research and Applications, 23(1), 40-63

Cruz-Lorite, I. M., Cebrián-Robles, D., Acebal-Expósito, M. D. C., & Blanco-López, N. (2022). Pre-service teachers’ ideas about obtaining electricity in nuclear power stations in a role play context. Eurasia Journal of Mathematics, Science and Technology Education, 18(11), em2176.

Delegkos, N., & Koliopoulos, D. (2018). Constructing the “Energy” concept and its social use by students of Primary Education in Greece. Research in Science Education, 50(2), 393-418.

Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2020). Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research. British Journal of Educational Technology, 51(6), 2006-2033.

Evren, Y. A., & Aycan, U. (2018). Pre-service Science teachers’ decisions and types of informal reasoning about the socioscientific issue of nuclear power plants. Educational Policy Analysis and Strategic Research, 13(1), 31-53.

Faliagka, E., Rigou, M., & Sirmakessis, S. (2016). Identifying great teachers through their online presence. In S. Casteleyn, P. Dolog & C. Pautasso (Eds), Current Trends in Web Engineering (pp. 71-79). Springer.

Gunstone, R., Mulhall, P., & McKittrick, B. (2008). Physics teachers’ perceptions of the difficulty of teaching electricity. Research in Science Education, 39(4), 515-538.

Hussain, N. H., Latiff, L. A., & Yahaya, N. (2012). Alternative conception about open and short circuit concepts. Procedia - Social and Behavioral Sciences, 56, 466-473.

Kambouri-Danos, M., Ravanis, K., Jameau, A., & Boilevin, J.-M. (2019). Precursor models and early years Science learning: A case study related to the water state changes. Early Childhood Education Journal, 47(4), 475-488.

Koliopoulos, D., & Meli, K. (2022). The teaching of energy. Epistemological and didactical dimensions. University Studio Press [In Greek].

Koliopoulos, D., & Argyropoulou, M. (2012). Constructing qualitative energy concepts in a formal educational context with 6-7-year-old students. Review of Science, Mathematics and ICT Education, 5(1), 63-80.

Liu, X., Gao, W., & Chen, L. (2023). Does pre-service teacher preparation affect students’ academic performance? Evidence from China. Education Sciences, 13(1), 69.

Metzler, J., & Woessmann, L. (2012). The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation. Journal of Development Economics, 99(2), 486-496.

Orange, C., & Orange Ravachol, D. (2013). Le concept de représentation en didactique des sciences : Sa nécessaire composante épistémologique et ses conséquences. Recherches en Éducation, 17, 46-61.

Patle, D. S., Manca, D., Nazir, S., & Sharma, S. (2018). Operator training simulators in virtual reality environment for process operators: a review. Virtual Reality, 23(3), 293-311.

Sissamperi, N., & Koliopoulos, D. (2015). A didactical approach of large-scale electricity generation systems at the elementary school level. Educational Journal of the University of Patras UNESCO Chair, 2(2), 14-24.

Sissamperi, N., & Koliopoulos, D. (2021). How students of primary school understand large scale energy systems: The case of thermal power plant. Journal of Technology and Science Education, 11(1), 129-145.

Stavropoulos, V., & Koliopoulos, D. (2019). Teaching energy concepts in complex technological systems: The case of the car. Educational Journal of the University of Patras UNESCO Chair, 6(1), 308-314.

Stavroulia, K. E., & Lanitis, A. (2017). On the potential of using Virtual Reality for teacher education. In P. Zafiris & A. Ioannou (Eds.), Learning and Collaboration Technologies (pp. 173-186). Springer.

Tiberghien, A. (2004). Causalité dans l'apprentissage des sciences. Intellectica, 38, 69-102.


View Counter: Abstract | 0 | times, and PDF | 0 | times


  • There are currently no refbacks.

Mediterranean Journal of Education | ISSN: 2732-6489 |  Department of Educational Sciences and Early Childhood EducationUniversity of Patras.

Pasithee | Library & Information Center | University of Patras