Enabling Peer Feedback in Teacher Education: The Use of Virtual Reality-Based Microteaching
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| Title: | Enabling Peer Feedback in Teacher Education: The Use of Virtual Reality-Based Microteaching |
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| Language: | English |
| Authors: | Lucas Jasper Jacobsen (ORCID |
| Source: | Journal of Educational Computing Research. 2026 64(2):275-310. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Computer Simulation, Technology Uses in Education, Preservice Teacher Education, Microteaching, Preservice Teachers, Peer Influence, Peer Evaluation, Feedback (Response), Secondary Education, Foreign Countries, Program Effectiveness, Student Attitudes |
| Geographic Terms: | Germany |
| DOI: | 10.1177/07356331251390698 |
| ISSN: | 0735-6331 1541-4140 |
| Abstract: | Virtual reality (VR) in teacher education offers an immersive environment for microteaching which, when coupled with peer-feedback can enhance pre-service teachers' competence. This study employed a mixed-method quasi-experimental design to compare VR-based microteaching with real-world microteaching among 150 pre-service teachers (n = 73 feedback providers, n = 77 feedback receivers). Quantitative analyses revealed similar perceptions of feedback across both conditions, but minor differences in feedback quality, particularly in the specificity of comments. Qualitative findings highlighted VR's potential for safe, standardized practice and guided reflection, while also pointing to limitations in simulating complex classroom interactions. The study highlights VR's potential for feedback-oriented teacher training and its potential to support the development of professional teaching competencies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496902 |
| Database: | ERIC |
| Abstract: | Virtual reality (VR) in teacher education offers an immersive environment for microteaching which, when coupled with peer-feedback can enhance pre-service teachers' competence. This study employed a mixed-method quasi-experimental design to compare VR-based microteaching with real-world microteaching among 150 pre-service teachers (n = 73 feedback providers, n = 77 feedback receivers). Quantitative analyses revealed similar perceptions of feedback across both conditions, but minor differences in feedback quality, particularly in the specificity of comments. Qualitative findings highlighted VR's potential for safe, standardized practice and guided reflection, while also pointing to limitations in simulating complex classroom interactions. The study highlights VR's potential for feedback-oriented teacher training and its potential to support the development of professional teaching competencies. |
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| ISSN: | 0735-6331 1541-4140 |
| DOI: | 10.1177/07356331251390698 |
