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Immersive Virtual Reality for Classroom Management Training: Enhancing Pre-Service Teachers' Skills, Emotions, and Learning Satisfaction

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Title: Immersive Virtual Reality for Classroom Management Training: Enhancing Pre-Service Teachers' Skills, Emotions, and Learning Satisfaction
Language: English
Authors: Xinyu Bi, Yongbin Hu, Li Li, Jinying Zhang, Xianmin Yang
Source: Education and Information Technologies. 2025 30(9):12387-12411.
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: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Computer Simulation, Classroom Techniques, Training, Preservice Teacher Education, Preservice Teachers, Teaching Skills, Psychological Patterns, Student Satisfaction, Training Methods, Video Technology, Technology Uses in Education, Instructional Effectiveness
DOI: 10.1007/s10639-024-13248-z
ISSN: 1360-2357
1573-7608
Abstract: The effectiveness of classroom management has the effect of improving the sense of accomplishment and happiness of teachers. However, many pre-service teachers have often failed to be fully prepared in terms of training, making them have a significant gap with senior educators in terms of classroom management skills. This gap raises a critical question: can innovative training methods, such as immersive virtual reality (IVR), bridge this gap by enhancing classroom management skills and affective outcomes? In response to this issue, through comparative analysis of classroom management training based on IVR and videos, it has different effects on 58 pre-service teachers in terms of skills improvement, emotional response, and learning satisfaction. The results show that both IVR and video training methods influence improving classroom management capabilities. However, in the comparison of effects, IVR has shown more significant progress, and the skill improvement it brings has more lasting power. Further observation found that compared with video training, IVR has a higher level of positive emotion and lower negative emotions. In addition, the teachers before the group also showed obvious advantages in the evaluation of learning satisfaction. It is worth noting that there is a positive correlation between learning satisfaction, positive emotions, and improvement of classroom management skills, which suggests that these factors may play an important role in optimizing the learning effectiveness of the IVR environment.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475321
Database: ERIC
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  Data: 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/
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  Data: The effectiveness of classroom management has the effect of improving the sense of accomplishment and happiness of teachers. However, many pre-service teachers have often failed to be fully prepared in terms of training, making them have a significant gap with senior educators in terms of classroom management skills. This gap raises a critical question: can innovative training methods, such as immersive virtual reality (IVR), bridge this gap by enhancing classroom management skills and affective outcomes? In response to this issue, through comparative analysis of classroom management training based on IVR and videos, it has different effects on 58 pre-service teachers in terms of skills improvement, emotional response, and learning satisfaction. The results show that both IVR and video training methods influence improving classroom management capabilities. However, in the comparison of effects, IVR has shown more significant progress, and the skill improvement it brings has more lasting power. Further observation found that compared with video training, IVR has a higher level of positive emotion and lower negative emotions. In addition, the teachers before the group also showed obvious advantages in the evaluation of learning satisfaction. It is worth noting that there is a positive correlation between learning satisfaction, positive emotions, and improvement of classroom management skills, which suggests that these factors may play an important role in optimizing the learning effectiveness of the IVR environment.
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