Scenario approach for training classroom management in virtual reality

Abstract

Modern higher education faces serious challenge of teaching future teachers to provide a psychologically safe environment in their interactions with students. This ability involves addressing developing conflict situations, accurately recognizing issue’s root cause, and concentrating on emotional condition of participants. The goal of this study is to show possibility of utilizing scenario method while creating a virtual reality (VR) application for pre-service teachers to use in pedagogically complicated conflict scenarios. The proposed technology facilitates creation of scenarios based on actual teacher-student interactions. Different scenarios comprise dialogues that illustrate a variety of possible instructors’ responses to a disagreement, so demonstrating range of chosen behavior tactics in pedagogical interaction settings. The research was developed utilizing ADDIE model instructional design methodology. At this level, useful classroom management scenarios have been constructed. These scenarios have been examined by experts. According to scenario analysis, three scenarios received positive ratings for their relevance, realism, learning objectives, feedback, engagement, flexibility, and effectiveness. During level of implementation, participants are master’s degree candidates in “training in pedagogical conflict management.” Participants also studied use of text and video material in VR. Notwithstanding their assumption that they are more effective, a survey of participants showed that they feel learning and deploying VR technology is time-consuming. As VR development tools become more accessible and user-friendly, unfavorable opinions will change, since it will take user time to comprehend technology. On the other hand, while it is a great indicator that they feel they are competent in execution, it may be troublesome for institutions to believe they are incapable of reaching these goals.

Virtual reality platform for teacher training on classroom climate management: evaluating user acceptance

“…The majority of participants felt that the system provided an authentic, enjoyable and fun classroom experience, which allowed participants to perform the teaching role and face the challenges of managing the classroom climate. As previous studies have corroborated (Dieker et al 2017;Garland and Garland 2020;Huang et al 2016;Kugurakova et al 2023;Mouw et al 2020;Richter et al 2022;Shernoff et al 2020), IVR offers pre-service teachers the opportunity to practice and observe themselves teaching in a school-like setting.…”

“…As argued by Winstone et al (2017), peer feedback can foster motivation to learn, engagement, agency (thinking about actions that can be taken with the knowledge acquired) and shared responsibility for ensuring that feedback is effective to improve future actions, which can result in improved perceived self-efficacy for classroom management as future secondary school teachers. Furthermore, it is worth incorporating in the system tools and/or algorithms that would allow providing real-time feedback which, as corroborated by several studies (Dieker et al 2017;Huang et al 2016;Kugurakova et al 2023;Seufert et al 2022), can help users to identify their weaknesses during their performance and to continuously adapt their behaviour to effectively achieve the training goals. In this regard, it would be worth harnessing the potential of learning analytics to map learners' temporal behaviour patterns using, for example, sequencing, which offers valuable insights into learners' learning strategies (Elmoazen et al 2023).…”

“…On the topic of scenario-based learning (SBL) research, Kugurakova et al (2023) explored the incorporation of both verbal signals and non-verbal reactions, highlighting their potential to create a more emotionally resonant background within simulated situations.…”

“…In the systems reviewed for this study, we identified that the decision-making process during execution is constrained by the lack of interaction between participants and agents (e.g., Ferguson and Sutphin, 2022;Kugurakova et al 2023;Lugrin et al 2016;Mouw et al 2020) and the participant's performance is controlled by an external instructor, i.e., the teacher or researcher conducting the study (e.g., Dieker et al 2017;Huang et al 2016;Seufert et al 2022). Other studies have shown that effective feedback systems should reinforce aspects of training that could be gamified (Honey and Hilton 2011), such as performance measurement, acknowledgement, skill level, character level, progression, points and stats (Lugrin et al 2016;Toda et al 2019), especially for engagement, motivation and evaluation purposes.…”