Virtual reality classroom simulations: how school leaders improve instructional leadership capacity

Abstract

PurposeThe purpose of this study was to explore the utility of a virtual reality (VR) classroom experience for improving the capacity of instructional leaders. Specifically, school leaders used VR to build their classroom observation and analysis skills to prepare to have more effective post-observation conversations with teachers. The authors provide insights from multiple data points that highlight the affordances of the virtual setting for improving classroom observation skills.Design/methodology/approachDrawing on the application of simulations to practice classroom observations, the authors developed a VR experience in which participants tag observable elements of academic discourse using codes from two observation protocols. The protocols identify elements of equitable student access: how teachers call on students and how they design questions. Seventy-five school leaders used the VR platform to observe a classroom scenario and code evidence of equitable classroom access. The authors analyzed data from tagging in the virtual reality scenario and triangulated these data with survey data focused on observation practices from participants' schools. A reflection component is included on the platform to collect these qualitative data.FindingsThe study results indicate that the virtual reality platform provides an innovative process for leadership professional development focused on building school leaders' capacity to identify elements of academic discourse during classroom observations. Participants reported that the opportunity to practice classroom observations in a risk-free environment was useful. However, for school leaders to fully transfer the data to using in conversations with teachers, they benefit from leadership coaching.Originality/valueThis study ascertains the potential effectiveness of an advanced technology for enhancing instructional leadership by using evidence-based classrooms observations to drive improvements in teaching practice. Beyond the utility of the virtual reality tool, this study provides a proof of concept for the next generation of instructional leadership through teacher observations with augmented reality.

Exploring the intersections of TAM and TRI models in middle school VR technology acceptance

“…In regards to the first claim, Militello et al (2021) and Cunningham et al (2022) all noted that principals' perceptions of VR are determined by how useful they believe VR is to the efficiency of school operations and how easy to use is. For example, Militello et al (2021) noted that "school leaders used VR to build their classroom observation and analysis skills to prepare to have more effective postobservation conversations with teachers" (p.286). In addition, Cunningham et al (2022) found that principals found it easier to embrace VR if they perceived VR to be user-friendly, intuitive, and requiring minimal technical expertise to implement.…”

“…In regards to the second claim, García-Vandewalle García et al ( 2022) and Militello et al (2021) found that principals who were optimistic about the potential of VR to improve student classroom engagement, academic achievement, and classroom management effectiveness were more inclined to adopt VR. This finding reflects the optimism of middle school principals' attitudes toward VR.…”

“…However, principals play a crucial role in the decision to introduce VR. In this context, Militello et al (2021) study provides insights into the practicalities of principals' use of VR platforms to observe classroom scenarios and provide personalized feedback to teachers to improve instruction and student achievement. This perspective helps to deepen our understanding of principals' acceptance of VR technology, thereby providing theoretical and practical guidance for principal decision-making.…”

AIAVRT: 5.0 Transformation in Medical Education with Next Generation AI- 3D Animation and VR Integrated Computer Graphics Imagery

“…With the advancement of technology, virtual classes become much more accessible, particularly in social sciences [8]. It is increasingly important to predict the success of students in higher education institutions.…”

“…The notion of clustering is often adopted to improve the quality of an enhancement learning program by separating students into groups. The Ada-boost genetically modified approach, often known as Ada-GA, were adopted by Militello et al [8] to enhance the performance of dividers. This approach was utilized to assess the students' risk level against a huge amount of collected data.…”