Virtual Reality in Teacher Education from 2010 to 2020

Huang, Yizhen; Richter, Eric; Kleickmann, Thilo; Richter, Dirk

doi:10.1007/978-3-658-37895-0_16

Cited by 8 publications

(2 citation statements)

References 93 publications

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“…From Simschool (Rayner & Fluck, 2014), Second Life (Gregory & Masters, 2012), TeachlivE (Dieker et al, 2013) to the latest system, Mursion (Ledger & Fischetti, 2020), studies have confirmed that VR-based teaching training is effective in terms of improving certain teaching capabilities and enhancing teaching confidence among preservice teachers (Seufert et al, 2022). However, current research primarily focuses on utilizing VR technology to develop teaching skills such as classroom management and communication (Huang et al, 2023). Studies exploring the different effects of VR technology on pre-service teachers' teaching skills and its various sub-dimensions are relatively rare.…”

Section: Vr As a Training Environmentmentioning

confidence: 99%

“…However, the application of VR in teacher education is still in the initial stage. Current research mainly focuses on using VR to train specific teaching skills for preservice teachers, with classroom management and communication skills being the most common (Huang et al, 2023). For example, Ye et al (2021) utilized VR as a training environment to evaluate teachers' ability to identify and address inappropriate student behavior.…”

Section: Introductionmentioning

confidence: 99%

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Effects of Virtual Reality Based Microteaching Training on Pre-Service Teachers’ Teaching Skills from a Multi-Dimensional Perspective

Zhang,

Pan,

Zhang

et al. 2024

Journal of Educational Computing Research

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Virtual Reality (VR) shows the potential to tackle the limitations and deficiencies of traditional microteaching training by offering an intricate and lifelike environment that helps pre-service teachers to develop their teaching skills. However, the effects of VR training on each teaching skill sub-dimension remain inconclusive. This study identified nine sub-dimensions of teaching skills through a literature review. Moreover, a VR-based microteaching training system was developed, and the effects of VR on these sub-dimensions of teaching skills were explored by conducting a comparative experiment between virtual and traditional microteaching training. The results showed that virtual microteaching considerably enhanced pre-service teachers' teacher efficacy compared to traditional training, especially the efficacy of instructional strategies and classroom management. Furthermore, more significant improvements were noted in the questioning skill and the language and posture skills after virtual microteaching training, although there was no significant difference in teaching skills overall. Moreover, pre-service teachers reported a highly immersive experience during the virtual microteaching.

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