The VR-AI--Assisted Simulation for Content Knowledge Application in Pre-Service EFL Teacher Training
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| Title: | The VR-AI--Assisted Simulation for Content Knowledge Application in Pre-Service EFL Teacher Training |
|---|---|
| Language: | English |
| Authors: | Joanna Pitura (ORCID |
| Source: | TechTrends: Linking Research and Practice to Improve Learning. 2025 69(1):100-110. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Language Teachers, Teacher Education Programs, English (Second Language), Second Language Learning, Second Language Instruction, Artificial Intelligence, Computer Simulation, Faculty Development, Pedagogical Content Knowledge, Reflective Teaching, Educational Benefits, Teacher Student Relationship, Teacher Attitudes, Foreign Countries |
| Geographic Terms: | Poland |
| DOI: | 10.1007/s11528-024-01022-4 |
| ISSN: | 8756-3894 1559-7075 |
| Abstract: | Pre-service teachers (PSTs) of English as a Foreign Language (EFL) need extensive training, preparing them for challenges encountered in real classrooms. Such challenges include presenting the target content knowledge in front of the class and promptly responding to students' questions on the content. High-immersion virtual reality (VR) is increasingly seen as technology facilitating teacher training. When integrated with Artificial Intelligence (AI), VR simulations can enhance teacher education by providing real-world practice opportunities. Drawing on cognitive flexibility theory (CFT), this case study investigated how pre-service EFL teachers (N = 17) in Poland interpret the VR-AI--assisted simulation designed to facilitate their content knowledge application. The results suggest that such simulations are valuable for professional development and reflective practice regarding content knowledge in pre-service EFL teacher training. The findings contribute to the broader understanding of the integration of VR and AI technology in language teachers' training programs aiming to support the application of content knowledge in real-life classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1460878 |
| Database: | ERIC |
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| Abstract: | Pre-service teachers (PSTs) of English as a Foreign Language (EFL) need extensive training, preparing them for challenges encountered in real classrooms. Such challenges include presenting the target content knowledge in front of the class and promptly responding to students' questions on the content. High-immersion virtual reality (VR) is increasingly seen as technology facilitating teacher training. When integrated with Artificial Intelligence (AI), VR simulations can enhance teacher education by providing real-world practice opportunities. Drawing on cognitive flexibility theory (CFT), this case study investigated how pre-service EFL teachers (N = 17) in Poland interpret the VR-AI--assisted simulation designed to facilitate their content knowledge application. The results suggest that such simulations are valuable for professional development and reflective practice regarding content knowledge in pre-service EFL teacher training. The findings contribute to the broader understanding of the integration of VR and AI technology in language teachers' training programs aiming to support the application of content knowledge in real-life classrooms. |
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| ISSN: | 8756-3894 1559-7075 |
| DOI: | 10.1007/s11528-024-01022-4 |
