Using Virtual Reality Trainers to Increase Welding Self-Efficacy in Preservice School-Based Agricultural Education Teachers: An Exploratory Case Study

Many school-based agricultural education (SBAE) teachers teach agricultural mechanics, giving them a critical role in training the in-demand welders of tomorrow. However, limited postsecondary coursework in agricultural mechanics can leave preservice SBAE teachers underprepared to teach in a laboratory setting. Virtual Reality (VR) technology has been used in welding and other disciplines to supplement instruction when training in a live setting is dangerous or costly. While prior research has linked VR welding technology to improved skill development and self-efficacy among agriculture majors and members of the workforce, no such study has been done with preservice SBAE teachers. The purpose of this exploratory case study was to examine changes in welding self-efficacy among preservice teachers at Tarleton State University. Eight students participated in a pre-treatment self-efficacy survey, a two-hour practice session with a VR welding trainer, a two-hour live welding training session, and a post-treatment self-efficacy survey. Results showed a statistically significant increase in welding self- efficacy from pre- to post-treatment. Participants also reported a positive user experience and indicated they would use VR welding trainers in the future. Findings suggest that VR welding trainers may serve as a valuable instructional supplement in SBAE teacher preparation programs and support preservice teachers’ confidence in agricultural mechanics instruction. Additional research with larger samples and multiple institutions is needed to further examine these outcomes.