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Immersive Media Technology (IMT) in Teaching History: Exploring Elementary Pre-Service Teachers' Perceptions Integrating Technology.

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Title: Immersive Media Technology (IMT) in Teaching History: Exploring Elementary Pre-Service Teachers' Perceptions Integrating Technology.
Authors: Solsona-Puig, Jordi (AUTHOR)
Source: Social Studies. Jan/Feb2026, Vol. 117 Issue 1, p17-32. 16p.
Subjects: Educational technology, Augmented reality, Student teachers, Interest (Psychology), Social sciences education, History education, Educational outcomes
Geographic Terms: California
Abstract: This study examines the perceptions of four cohorts of 94 pre-service elementary teachers in a teacher preparation program in California regarding the integration of instructional technology in the social studies class. The program emphasized Immersive Media Technologies (IMT) -like 3D modeling and Augmented Reality (AR)- in teaching historic and geographic content. Data from pretest and posttest questionnaires and interviews after the one-semester training were analyzed to assess IMT's impact on engagement, motivation, and learning outcomes, as well as attitudes toward educational technology. Initial results indicated a positive shift in attitudes toward IMT after the intervention. It also unveiled benefits such as meaningful learning, content accessibility, higher engagement, visual learning and interactive maps, and virtual field trips as an equity opportunity, alongside persisting challenges such as time consuming, lack of technology support and professional development, overstimulation and systemic resistance to technology integration [ABSTRACT FROM AUTHOR]
Copyright of Social Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Immersive Media Technology (IMT) in Teaching History: Exploring Elementary Pre-Service Teachers' Perceptions Integrating Technology.
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  Data: <searchLink fieldCode="JN" term="%22Social+Studies%22">Social Studies</searchLink>. Jan/Feb2026, Vol. 117 Issue 1, p17-32. 16p.
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  Data: <searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Augmented+reality%22">Augmented reality</searchLink><br /><searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Interest+%28Psychology%29%22">Interest (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+sciences+education%22">Social sciences education</searchLink><br /><searchLink fieldCode="DE" term="%22History+education%22">History education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: This study examines the perceptions of four cohorts of 94 pre-service elementary teachers in a teacher preparation program in California regarding the integration of instructional technology in the social studies class. The program emphasized Immersive Media Technologies (IMT) -like 3D modeling and Augmented Reality (AR)- in teaching historic and geographic content. Data from pretest and posttest questionnaires and interviews after the one-semester training were analyzed to assess IMT's impact on engagement, motivation, and learning outcomes, as well as attitudes toward educational technology. Initial results indicated a positive shift in attitudes toward IMT after the intervention. It also unveiled benefits such as meaningful learning, content accessibility, higher engagement, visual learning and interactive maps, and virtual field trips as an equity opportunity, alongside persisting challenges such as time consuming, lack of technology support and professional development, overstimulation and systemic resistance to technology integration [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/00377996.2025.2469297
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      – Code: eng
        Text: English
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        PageCount: 16
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      – SubjectFull: Educational technology
        Type: general
      – SubjectFull: Augmented reality
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      – SubjectFull: Student teachers
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      – SubjectFull: Interest (Psychology)
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      – SubjectFull: History education
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      – SubjectFull: Educational outcomes
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      – SubjectFull: California
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              Text: Jan/Feb2026
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              Y: 2026
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