Article examining individual concerns to integrate virtual reality into science instruction before and after a hands-on intervention with virtual reality to improve understanding of preservice teacher acceptance and integration of virtual reality into science.

Article describes how the purpose of the author's mixed-methods study was to use social cognitive theory to explore how students in an online Doctor of Education program experience becoming academic writer and to examine trends in students' belonging and writing self-efficacy. This explanatory sequential design study included quantitative data collection via an electronic survey followed by individual and focus group interviews with participants.